LB 1753 

. 16 

1900 TE OF INDIANA 

Copy 1 



Outline 


of 


Towns 


h 


ip 


Inst it 


u 


t e 


Work 


^ 


^ 



Together ^v i t h Programs for 
Arbor and Bird Day, t. he 
Announcements for the Teachers' 
and Young People's Reading 
Circles and Program of Reci = 
tations and Study. ^ ^ >^ ^ 



Issued by the 
Department of Public Instruction 



F RAN K L . JON US 

State Superintendent of Public Instruction 



1900 



WM. e BURFORB PRINT, IND'PkS. 



STATE OF INDIANA. 



OUTLINE 



Township Institute Work, 



Together with Pfograms for Arbor and Bird Day, the 

Announcements for the Teachers* and Young 

Peqple^s Reading Circles, and Program 

of Recitations and Study, " 



ISSUED BY THE 
DEPARTMENT OP- PUBLIC INSTRUCTION. 



FRANK L. JONES, 
State Superintendent of Public Instruction. 



1900. 



WM. B. BURB^RD, PBIMTBB. INDIAKAPOUS. 



vn 



u 



Stuta. 



INTRODUCTION. 



The law provides that the County Superintendent "shall 
hold one preliminary institute in each township in his 
county, before the opening of the schools for any year, for 
the purpose of helping the teachers in the organization of 
their schools and giving any other needed assistance; but 
instead of holding such preliminary institute in each town- 
ship, he may hold a joint institute for two or more adjoin- 
ing school corporations." 

The joint preliminary institute is recommended for the 
large counties in order that the County Superintendent may 
be able to attend all the meetings without unduly prolong- 
ing the work. 

All duties for the preliminary institute should be as- 
signed early by the County Superintendent, that the teach- 
ers may have sufficient time to make preparation. 

It is recommended that the Trustee, with the advice and 
concurrence of the County Superintendent, appoint for the 
year an experienced and competent teacher to serve as 
Township Principal, whose duty it shall be to take entire 
charge of the institute work in the absence of the County 
Superintendent, serve as Chairman of the Program Com- 
mittee, and carry out the instructions of the Superintend- 
ent and Trustee. 

In preparing the following programs effort is made to 
follow as nearly as possible the plans of the old outlines. 
We believe that the Township Institute is one of the strong- 
est features in our school system, and that radical changes, 
if thought necessary, would tend to weaken rather than 
strengthen the work. 

Carrying out the statement in the preface of last year's 
outline, we this year present six outlines in school hygiene 
-3- 



and related subjects. These are subjects that in the last 
few years have received much attention. Teachers, school 
boards and trustees are interested and are making much 
progress in them. The National Educational Association 
has offered $1,200 in prizes for essays on School Hygiene. 
Since the subjects are considered of so much importance by 
the best educators, every teacher and school official in In- 
diana should make a careful study of the outlines pre- 
sented. 

For 1900-1901 the following scheme of work is presented : i 
The two books in the Teachers' Beading Circle will be 
studied during the forenoon sessions throughout the seven 
institutes. 

The afternoon sessions will be devoted to the study of 
hygiene, history, Arbor and Bird Day programs, Reading 
Circle work, etc. 

Believing implicitly in the value of the Township Insti- 
tute as an agency in the education of the teachers of the 
State, and in its power in the advancement of our educa- 
tional system, we hope that every teacher in Indiana will 
enter into the spirit of the work with the determination to 
make the institute a success. 

We sincerely hope that your work for the year may be 
pleasant and profitable. 

Very truly, 

FRANK L. JONES, 
State Superintendent of Public Instruction. 
May 28, 1900. 



LAW CONCERNING TOWNSHIP 
INSTITUTES, 



192. School Law. Township Institutes. At least 
one Saturday in each month during which the public 
schools may be in progress shall be devoted to township 
institutes, or model schools for the improvement of teach- 
ers ; and two Saturdays may be appropriated, at the discre- 
tion of the Township Trustee of any township. Such in- 
stitute shall be presided over by a teacher, or other person, 
designated by the Trustee of the township. The Township 
Trustee shall specify, in a written contract with each 
teacher, that such teacher shall attend the full session of 
each institute contemplated herein, or forfeit one day's 
wages for every day's absence therefrom, unless such absence 
shall be occasioned by sickness, or such other reason as 
may be approved by the Township Trustee, and for each 
day's attendance at such institute'each teacher shall receive 
the same wages as for one day's teaching: Provided, That 
no teacher shall receive such wages unless he or she shall 
attend the full session of such institute and perform the 
duty or duties assigned. 



FIRST (PRELIMINARY) INSTITUTE. 



PROGRAM. 



9 : 30. Opening Exercises. 

Koll call and organization of Institute. 

1. James' Talks on Life's Ideals. 
Kecitation. 
Music. 

2. Bates' Talks on the Study of Literature. 
12:00. NOON. 

1 : 00. Music. 

3. History. 

4. Eound-Table talks. 

Note. — Inasmuch as the Preliminary Institute partake^ 
of the nature of general suggestions and recommendation^ 
relative to the next term of school, it is recommended that, 
for the benefit of the inexperienced teachers the entire after-i 
noon session be given to informal round-table discussions 
of some such subjects as the following, led by the countji 
superintendent: 

1. The First Day in School. 

2. Opening and Organization of the School. 

3. Classification of Pupils. 

4. Program and other topics found under " School Or- 
ganization" and "School Management," pp. 15-18. It ig 
not expected that any Institute will discuss all of the topics 
suggested, but only those that are considered most helpful 
for the teacher of this Institute. 



"LIFE'S IDEALS AND TALKS ON PSYCHOLOGY." 

In studying this book the teachers of Indiana have before 
them a valuable and interesting subject of investigation. 
Some of the positions taken are new, and in the old ones 
the fresh and attractive settings given by the author render 
them practically new. Even if the teachers do not concur 
in all of the views held, great benefit will arise from the 
thoughtful study of them. It is sometimes more valuable 
to give a candid examination to opinions different from 
those held by the one studying than it is to give attention 
to positions in entire harmony with one's thought. 

It is not at all probable that the teachers of Indiana will 
fully agree with the advice given on page 222 : " Prepare 
y^ourself in the subjects so well that it shall be always on 
tap; then in the class-room trust your spontaneity and 
fling away all further care." 

There is certainly no objection to this ample preparation 
upon the subject. It may be fairly questioned, however, 
svhether even such full preparation will render unnecessary 
3areful daily preparation. The expression quoted peems to 
issume that knowledge only is the aim of education, and 
:hat the process in education is what is sometimes spoken 
)f as " the pouring-in process." 

There may also be some question as to whether it is 
lelpful to assume the passive attitude to the full extent 
•ecommended in Mrs. H. W. Smith's book referred to on 
>age 202. On page 30 of "The Christian's Secret of a 
lappy Life," Mrs. Smith says: "By a step of faith we 
)ut ourselves into the hands of the Divine Potter; by a 
radual process He makes us into a vessel unto His own 
:onor." Throughout the whole of Mrs. Smith's illustra- 
ions the human being is likened to the piece of clay lying 
assive under the potter's hand. Such a view may well be 
aought to be too oriental. The same objection, namely, 
lat the degree of passivity is too great, may also be held 
^ncerning the book referred to on page 224. It is alto- 
^ther probable, also, that questions will arise concerning 
le "individualistic philosophy" mentioned on page v of 
le preface. On this page the author says, "There is no 



point of view absolutely public and universal." Accordi 
to the doctrine announced in this quotation, is the aeserti 
itself universal? 

Under the thought that such an arrangement will aid 
interpreting the author's spirit, the chapters on " Some 
Life's Ideals," extending from pages 199 to 301, are pi 
sented in the outline before the chapters containing t 
"Talks to Teachers on Psychology," extending from page 
to page 196. 

The outlines have been made somewhat fall. This is n 
with a view of having each thought of the outline studie 
but rather that there may be opportunity for selection. 

The Gospel of Kelaxation (pp. 199-228). Books i 
ferred to in the chapter : 

1. "The Christian's Secret of a Happy Life," 1 

Mrs. H. W. Smith. 

2. "Power Through Kepose," by Anna P. Call. 

3. "As a Matter of Course," by Anna P. Call. 

4. " The Practice of the Presence of God," the Be 

Kuler of a Holy Life, by Brother Lawrence. 

1. Bead the chapter as a whole. 

2. Examine the following suggestions in the outline : 

a. The true ideal, serenity, dignity and repose 

thought, language and action; relaxatio 

b. The contrasting American ideal. (See p 

208-211. Read also ''The Kestless Ener^ 
of the American People," by Ian Maclare 
North American Eeview, October, 1899.) 

(1) The cause, (pp. 212-213). 

(2) Are inadequate preparation for tl 

work, and an under-estimation i 
its difficulty, additional causes? 

(3) The remedy—the inculcation of 

love for low voices, c^lm, harmon, 
dignity, ease, through imitatio 
(pp. 216-219); and through phj 
sical training (pp. 204-205 
through the adoption of sue 
ideals as those suggested in " Th 
V Christian's Secret of a Happ 



9 



Life," " Power Through Eepose," 
"As a Matter of Course," " The 
Practice of the Presence of God " 
(pp. 202-218; 224-227); through 
the merely general preparation for 
teaching a lesson, or for passing an 
examination, (pp. 222-223.) 
a. The psychological princi- 
ples underlying the rem- 
edy — the emotions, the 
direct outgrowth of bodi- 
ly changes (pp. 199-200 ; 
pp. 202-211); strong feel- 
ing or reflection about 
one's planned activities 
tends to inhibit them, 
(pp. 219-220.) 
c. Suggestions and questions on the author's 
presentation. 

(1) Observe that the author's discussion 

reveals an important defect in 
American life, and one or more 
appropriate remedies. (pp. 205- 
218, at the bottom; and pp. 219-220.) 

(2) Note carefully the organization of 

the chapter. 

(3) Consider the degree of discrimination 

— in regard to the inhibitive in- 
fluence of reflection— (pp. 220-221); 
the special preparation of lessons 
(p. 222); preparation for examina- 
tion (p. 223). It is to be noticed, 
in regard to the advice concerning 
examinations, that the author rec- 
ommends the book to be thrown 
away only the day before the ex- 
amination — " Fling away the book 
the day before." (p. 223.) 
)o the spirit and language of the chapter encourage the 
objectional American ideal somewhat ? 



10 



TALKS ON THE STUDY OF LITEKATUEE. 

Note.— The largest service which this book can be to the 
teachers of Indiana is to be merely suggestive — as a guide 
to intelligent reading of good literature. The service, how- 
ever, must be large if the teacher will read only the illus- 
trative examples which the author has cited in confirmation 
of his doctrine. 

I. The Study of Chapters I and II. 
a. Chapter I. What Literature Is. 

1. Literature is one of the fine arts and must 

be defined in the light of the general prin 
ciples of art. 

2. The process of definition is the process oi 

becoming conscious both of the thing de 
fined and of the nature of the one defining 

3. Art is a method of expression, and the par- 

ticular art is determined by the nature of 
the material required for expression. 

4. Art has its origin in the desire for sympathy 

i. e., in the desire for oneness of life. 

5. Explain how the desire for a friend is the 

first element in art, 

6. Show by illustrative example how art is the 

embodiment of emotion in permanen 
form and in a masterly fashion. 

7. Discuss the origin of poetry in the light of 6 

Note. — Any discussion of the origin of the 
Epic will be helpful. (See introduction to 
Gummere's Old English Ballads. Ginn c<' 
Co.) 

8. Emotion is the material with which art 

deals, 
a. It must be genuine. (Note illustration 

on page 11.) 
6. It must be impersonal. (How about 

biography?) 

c. It must be universal in application. 

d. It must be wholesome and moral. 



11 



9; Distinguish between sentiment and senti- 
mentality.^ 

10. How does sincerity tend to enforce unity in 

literary composition ? (Pages 16 and 17.) 

11. How does inconsistency in character draw- 

ing show lack of sincerity? 

12. Note the superficial and insincere life in 

England in the eighteenth century and 
note the literature it produced. (See Les- 
lie Stephen's English Thought in the 
Eighteenth Century.) 

13. The nature of the art of any people or any 

age grows directly out of the nature of the 
life of the people or age. 
b. Chapter II. Literary Expression. 

1. Sincerity of life and genuineness of emotion 

are not enough ; adequate expression must 
follow else there is no art, 

2. The chief difference between the artist and 

other persons is the ability to adequately 
express emotion by the use of certain con- 
ventions. And the arts vary as conven- 
tions vary. 

3. Expressions must be 

a. Adequate. 

b. Subordinate. 

4. Show how good literary style is essential in 

literary art. 

5. Explain how expression must be subordinate. 

6. If technique overshadows the message is the 

effect intellectual or emotional? 

7. Describe the effect upon the reader of books 

that are literature and books that are not. 

8. Can the dividing line be made fast ? Why ? 

9. Must the matter of degree in persons be con- 

sidered as well as degree in books ? Can 
the literary expert and the novice always 
agree as to what are the best books? 
10. Do most persons decide upon a book by 
judgment or whim? Explain. 



12 



11. Show why any definition of art must fall 

short and be unsatisfactory. 

12. Can emotion be defined by intellect ? 

HISTORY. 

Note. — The outlines in history are based on "Sidelights on 
American History," a book on the Y. P. R. C. list this year. 
(See price-list elsewhere in this Institute outline.) This 
book should be placed in every school library in the State. 

I. Declaration of Independence. 

1. How does it rank with the other important acts 

of the Revolution? Why? 
a. Do we use the words " Revolution " and 
" Rebellion " correctly ? 

2. Love of the colonists for England. 

a. Shown by the legislatures of various states. 

b. Shown by Washington's letter. 

c. Exceptions. 

3. Causes that led to independence. 

a. Cold reception of the " Olive Branch Pe- 

tition." 

b. The King's Proclamation. 

c. The employment of foreign aid. 

4. Progress towards independence. 

a. As influenced by Thomas Paine, 

Patrick Henry, 
Samuel Adams. 

b. Action of Colonies. North Carolina, Vir- 

ginia, Massachusetts, Rhode Island. 

c. The Second Continental Congress. 

(1) Important men from Virginia, Mas- 

sachusetts, Pennsylvania, etc. 

(2) The resolution to form State gov- 

ernments. 

(3) Resolution of R. H. Lee. 

(4) Vote of July 2. 

(5) Adoption of Jefferson's Draft, 

July 4. 

(6) Appreciation by the people. 



13 

II. Framing of the Constitution. 

1. Compare the relative importance of the Declara- 

tion of Independence and the Constitution. 

2. Condition of the country after the Kevolution. 

a. Poverty of Congress. 

b. Impotence of Congress. 

c. The peculiar problem to be solved. 

(1) Mistakes of Greece, Eome. 

d. The Revolution had put a«ide a common 

sovereign but had found no efficient sub- 
stitute. 

(1) Defects in the Articles of Confed- 
eration. 

a. Intro.— Previous attempts at 

union. 

b. Operated upon the States in- 

stead of operating upon the 
individual. 

c. No executive or judiciary. 

d. Method of voting. 

e. Lack of power to enforce laws. 

f. No power over commerce. 

g. No ability to secure taxes. 

e. Quarrels of States. 

(1) Jealousy of the small States. 

(2) Tariff quarrels. 

(3) Conflicting territorial claims. 

a. Vermont. 

h. The Wyoming Valley. 

f. Proposed solution of troubles. 

(1) A kingdom. 

(2) Three republics. 

(3) Compromises by convention. 

a. The Annapolis Convention. 
h. The Philadelphia Convention. 

(a) Notable men present. 

(b) Change of purpose of 

convention. 
(c) ! [The Three Great Com- 
promises. 



14 



1. Between the 

large and 
small States 
as to repre- 
sentation. 

2. Between the free 

and slave 
States regard- 
ing apportion- 
ment of taxes 
and represent- 
atives. 

3. Between the 

commercial 
and the slave 
States concern- 
i n g importa- 
tion of slaves 
and control of 
commerce. 

(d) Other questions to be 

settled. 

1. Concerning the 

executive. 

2. Concerning the 

judiciary. 

(e) Scenes at the signing, 
g. The Constitution before the people. 

(1) Attitude of Congress toward the 

Constitution. 

(2) Division into Federalists and Anti- 

Federalists. 

(3) Katifieation by the States. 

a. Reluctance of Massachusetts, 

Virginia, North Carolina 
and Rhode Island. 

b. Accompanied by proposed 

amendments. 



15 



ROUND-TABLE DISCUSSIONS. 

|[. School Organization. 

Note. — See School Management, by Tompkins, Ginn & 
;^o., publishers, price 90c., for full discussion of this sub- 
ect.' 

1. Idea. 

a. Primarily has reference to relation of pu- 

pils to teacher, and not the relation of 
pupils to each other. 

b. '*A school is organized when pupils are 

classed and graded, and when the move- 
ment of the whole school is programmed." 

2. Classification, meaning of. 

a. When are pupils classified ? 

b. Distinguish between grade and class. 

c. "A class is the result of an organization, 

and not itself an organization." 

d. Discuss practicability of individual instruc- 

tion. 

e. Advantages of classification. 
8. Gradation, meaning of. 

a. "When is a school graded ? 

b. Distinguish between classification and gra- 

dation. 

c. What is uniformity? Does it necessarily 

imply gradation ? 

d. What are some of the dangers of uni- 

formity ? 
a. "The first step in gradation is to arrange 
the elements of subjects into naturally 
developing series in the experience of the 
pupil. Certain ideas of the earth, and of 
all other subjects are adapted to the child 
in the first period of his course , and, be- 
cause of the acquired ideas and increased 
abilities of the first period other ideas are 
adapted to him in the second period ; and 
so on to the close of school life." 
Discuss the above fully. 



16 



4. Course of study. •• 

a. "The course of study is the process of teach- 

ing taken in its entire complexity — the 
length, breadth, and depth of the educa- 
tion process." 

b. Does gradation of pupils assume that a 

course of study has been developed ? 

c. Should be carefully studied by the teacher, 

and the pupils should be familiar with it. 

d. There should be a rational adherence to the 

course. 

5. Program. 

a. Importance of. 

b. Position in room. 

c. Should show time for study as well as 

reciting. 

d. Should be neat and attractive, 

6. Seating pupils. 

a. In grades. 

b. In respect to recitations. 

c. In respect to size of children. 

d. In respect to behavior of children. 

e. Importance of teacher's control over seat- 

ing of pupils. 

(For additional suggestions, see In- 
diana School Journal for September, 
1889, pp. 561-565.) 

SCHOOL MANAGEMENT. 

Note.— See School Management, by Tompkins, Ginn & 
Co., publishers, price 90c., for full discussion of this subject. 

I. School Management. 

1. Idea. 

2. Two distinct phases of. 



i; 



(See Indiana School Journal, November 
1891, pp. 635-638.) 



17 



3. Importance of having pupil's individual atten- 

tion on the lesson, 
a 

b. 

c 

d 

(See Indiana School Journal, December, 

1891, pp. 695-698.) 

4. Influence of neatly kept school rooms. 

5. " The character of the teacher's whole education 

appears in his management " of the school. 

6. " Machinery " in school management. 

7. Leading conditions and means to unity in the 

class studying : 

■ a 

b 

c. 

d. 

e 

f 

(See Indiana School Journal, January, 

1892, pp. 12-16.) 

8. Law of unity applied to the class reciting : 

a 

b 

c 

(School Journal, February, 1892, pp. 100- 
104, and March, 1892, pp. 153-155.) 



SCHOOL MANAGEMENT. 

II. School Management. 

1. School punishment. 

a. "Punishment must be of the nature of the 

ofiense and proportion to it." 

b. Object of punishment. 

c. Failure to distinguish between the pupil's 

outer deed and his inner spirit, What ? 

(2) 



18 



d. What is an offense? (SchoolJournal, April, 

1892, pp. 215-217.) 

e. Punishment is not the application of exter- 

nal means. Discuss. 

f. The pupil, in correcting a deed, must see 

its relation to the school, 
g. The teacher's real work in inflicting pun- 
ishment. (School Journal, May, 1892, 
pp. 277-281.) 

2. Cause of many serious difficulties. 

a. Teacher must keep his personality out of 
the question. 

3. It is the duty of the pupil to report anything 

that tends to destroy the successful working 

of the school, 
a. How may the teacher proceed in order to 
secure co-operation of pupils? (School 
Journal, June, 1892, pp. 363-366.) 

4. Ethical value of school management. (School 

Journal, July, 1892, pp. 427-433.) 



SECOND INSTITUTE. 



PROGRAM. 



9:30. Opening Exercises. 
Koll-call. 

1. Talks on Life's Ideals. 
Recitation. 

Music. 

2. Talks on the Study of Literature. 
12:00. NOON. 

1:00. Music. 

3. School Hygiene. 
Recitation. 

4. History. 
Music. 

5. Reading Circle work. 

3:30. Assignment of Duties. Adjournment. 

I. TALKS ON LIFE'S IDEALS. 

On a Certain Blindness in Human Beings, (pp. 229- 
264.) Books referred to in the chapter. 

1. "The Lantern Bearers," by Robert Louis Stevenson. 

Essay in a volume entitled "Across the Plains." The 
essay is also found in Scribner's Magazine, volume 
III, p. 251. 

2. "The Religious Aspect of Philosophy," by Josiah 

Royce. 

3. " De Senacour," Obermann, Lettre XXX. 

4. "The Story of Mj Heart," by ]^ichard Jeflferies. 

-ly- 



20 



" Crossing Brooklyn Ferry," by Walt Whitman. 

" Calamus," by Walt Whitman. 

" Vita," book 2, chapter IV, Benvenuto Cellini. 

" War and Peace," by Leo Tolstoi. (Of this book the 

author says on page 279, "Assuredly, the greatest of 

human novels.") 
" Idle Days in Patagonia," by W. H. Hudson. 

Kead carefully the chapter as a whole. 
Examine, rereading the chapter, the following sugges- 
tions given in the outline : 

a. The ideal presented in the chapter— there is in 

each consciousness a vital secret to which others 
are blind. This ideal is in harmony with the 
doctrine of " individualistic philosophy," 
namely, that truth, beauty and goodness are too 
varied, too universal, to be realized in any one 
consciousness; that each individual possesses a 
partial superiority of insight owing to his 
special situation and mode of life. (See pref- 
ace, p. V ; James' Psychology, " Briefer Course," 
p. 380 and p. 203; James' "The Will to Be- 
lieve," p. 271.) 

b. The thoughts tending to explain and establish 

the above ideal : 

(1) The feelings a criterion of worth, (p. 

229; what the " blindness" is, p. 229.) 
Feelings for special duties, (pp. 229- 
230.) (Note carefully the illustration.) 

(2) The greater the feeling, the greater the in- 

sight, (p. 233.) (Examine carefully 
the North Carolina incident.) 

(3) Any mode of life awakening eagerness is 

genuinely significant, (p. 234.) (Note 
carefully the four modes, and study the 
illustration under imagination — " The 
Lantern Bearers.") 

(4) The effect of a special vocation — the res- 

cue, (p. 241 ; the insight of duty, pp. 



21 

241-242; the insight sudden at times 
and epoch-making, pp. 242-243.) 

(5) Non-sentient objects often the source of 

this mystic sense of inner meaning, (p. 
243.) (Study carefully the illustrations 
from the Obermann, from Wordsworth, 
and from Eichard JefFeries.) 

(6) The feeling aroused the only test of value. 

(p. 247.) 

(7) The effect of practical interests— the res- 

cue, (p. 247.) (Note the illustration 
from Walt Whitman, and the reference 
to Carlyle and Schopenhauer.) 

(8) The mysterious arousal of the feelings. 

(p. 254.) (Give close attention to the 
illustration from Benvenuto Cellini, and 
to that concerning Peter in " War and 
Peace.") 

(9) The occasion or environment is not the 

source. The capacity to surrender one's 
self to the environment is the source. 
(p. 257.) (Note the illustration from 
Emerson.) 

(10) Culture, according to the author, dead- 

ens the responsive sensibilities, (p. 
257.) What does lack of culture do? 
(See Dewey's Psychology, p. 299.) 

(11) The remedy, (pp. 257-258.) (Make a 

careful study of the examples given 
concerning the Indian Chief, of the ex- 
perience of W. H. Hudson in Pata- 
gonia, and of the value of experiences 
similar to those of Mr. Hudson, p. 263.) 
An estimate of the ideal. 

(1) Its elements of truth. 

(2) Its questionable features. 

The national application the author makes of the 
ideal. (See last paragraph in preface, pp. v 
and vi.) 



22 



2. TALKS ON THE STUDY OF LITERATURE. 

11. The Study of Chapters III, IV and V. 

1. Chapter III. The Study of Literature. 

a. Distinguish between what the author means 

by study and what is commonly meant by 
reading literature. 

b. Define the authorjs idea of experiencing 

literature. 

c. Is not the value of literature measured by 

the degree in which it is actually ex- 
perienced ? 

d. Could we read many books in a short time 

by this plan ? Read much, not many. 

e. Is it possible for an ordinary individual to 

experience all that is portrayed in a good 
book of 300 pages in a few hours? 

f. Three gains from the study of literature : 

(1) Pleasure. 

(2) Social culture. 

(3) Knowledge of life. 

g. Define (1) as the author does and discuss it 

fully, 
h. What different views may be taken of the 
meaning of the word pleasure as used in 
this relation. 
' i. Define (2) as the author views it. 
j. Do our larger and more necessary interests 
in social affairs make this plan of literary 
study more desirable now than ever be- 
fore? Why? (See article: "Mere Lit- 
erature," by Woodrow Wilson, in Atlan- 
tic Monthly, December, 1893.) 

2. Chapter IV. 

a. In this chapter we come to (3) under f in 

Chapter III — Knowledge of Life. 

b. In what sense is (3) of greater importance 

than (1) and (2)? 



23 



c. Explain the sentence on page 46, " Litera- 

ture is the inventory of the heritage of 
humanity." 

d. Discuss, with illustrative examples drawn 

from literature, this proposition : Lit- 
erature is one of the embodiments of the 
record of life. 

e. Show how books reveal ourselves to our- 

selves. What power is required on the 
part of the reader to make this true? 

f. Explain the quotation from Emerson, p. 48. 

g. Is fellow-feeling the basis of inspiration ? 

How does the speaker inspire his audi- 
ence or an audience inspire the speaker? 
On what condition is a book inspiring? 
h. Identity of feeling is a relief, especially in 

cases of grief or misery, 
i. The twofold office of literature ? p. 5L Il- 
lustrate this fact from books you have 
read, 
j. Show how the banquet of Tantalus illus- 
trates the author's idea, 
k. Effect of the contrasts of actual life with 

that portrayed in literature ? 
1. How will the culture of imagination add to 

the possibilities of life ? 
m. Does literature fall short of reality chiefly 
because of our lack of imaginative 
power ? 
n. If active progressive life requires less read- 
ing than is required by monotonous life 
explain why. 
o. In what sense is literature a mirror of life ? 
p. Practical effects of life portrayed in litera- 
ture. 
3. Chapter V. False Methods. 

a. Account for the vagueness of thought of 
many persons. 



24 



b. Is the thouglit of most persons more vague 
and nebulous concerning literature than 
about other subjects of study? Why? 

c- Define what the author means by assimila- 
tion and show why reading should be 
done slowly. 

d. What is commonly meant by an obscure 

book? 

e. Explain: "As print grows cheap, thinkers 

grow scarce." 

f. Whom does the author class as gossip 

mongers ? 

This is a disease of authors and pub- 
lishers, as well as of readers. Probably 
the most sacrilegious act in recent times 
in this line is the publication of the love 
letters of Eobert and Elizabeth Barrett 
Browning by their son. 

g. The study of biography is not the study of 

literature, and is a hindrance, not a help 
to literature. 

h. Even the history of literature is not litera- 
ture, though it is frequently helpful. 

i. Who are the gypsy moths of literature? 
Why so termed ? 

j. "Genuine emotion is born of genuine 
conviction," therefore the student must 
be familiar with literature before he 
feels its fine emotions. Knowledge about 
literature will not suffice. 

3. SCHOOL HYGIENE. 

General Principles or Hygiene as Kelated to 
Ventilation. 

1. The necessity of pure air. 

2. Analysis of air. 

3. What impurities are found in the air of un- 

ventilated school rooms ? Carbon dioxide not 
the most poisonous element in impure air. 



25 



4. Effects of breathing impure air— stupor, head- 

aches, diseases of the lungs, dyspepsia, nervous 
affections. Effects on work of pupils, on their 
behavior. 

New York Health Board attributes 40 per 
cent, of deaths to breathing impure air. 

5. Financial waste in neglecting to ventilate properly. 

II. Keferences. 

1. Ventilation of School Buildings (Morrison), D. 

Appleton & Co., Chicago. 

2. Sanitation and Decoration (Burrage and Bailey), 

D. C. Heath & Co., Chicago. 

3. School Hygiene (Kotelmann), C. W. Bardeen, 

Syracuse, N. Y. 

4. School Physiologies. 

Each township should provide itself with one of the books 
indicated in 1, 2 and 3. The Township Trustee should pur- 
chase the book, or the Township Institute could vote a do- 
nation of ten cents each and one of the books purchased. 
The teacher who is assigned the work under this outline 
during any'given month should have the book as the basis 
for his paper, from whom it should be passed to the teacher 
having the assignment for the following month, and so on 
to the last institute. This will enable each teacher to have 
the book during one month, unless there be too many teach- 
ers in the township. The Ventilation of School Buildings 
by Morrison is the most satisfactory book for Uiis purpose, 
and at the same time the most inexpensive. 

4. HISTOKY. 
I. The Inauguration op Washington. 

1. The Unanimous Election. 

2. Washington's preferences. 

3. Tardiness of inauguration ceremonies. 

4. The Triumphal March. 

a. Welcome at Philadelphia, Trenton, etc. 

b. Welcome at New York. 

(1) Ceremonies of the inauguration. 



26 

II. The Alien and Sedition Laws. 

1. In what respect important? 

2. Political Parties One Hundred Years Ago. 

a. The Eepublican Party. 

(1) Its doctrines. 

(2) Stand of Jefferson. 

b. The Federal Party. 

(1) Its doctrines. 

(2) Stand of Hamilton. 

(3) Folly of Federal Party. 

a. Previous popularity over X Y 

Z matter. 

b. Unpopular laws. 

(a) House and slave tax 

laws. 

(b) The Alien Law. 

1. Contents. 

2. Aim. 

3. Opposition ground- 

ed on what? 

(c) Sedition Law. 

1. Contents. 

2. Grounds of opposi- 

tion. 

3. Operation of Sedi- 

tion Law. 

a. Matthew 
* Lynn, 

c. The Kentucky and Virginia Resolutions. 

(1) Contents. 

(2) Started what question ? 

(3) Influence. 

III. Fulton and the Steamboat. 

1. Fulton's Predecessors. 

a. James Watt. 

b. William Henry. 

c. James Rumsey. 

d. John Fitch. 



27 



Era of industrial revolution due to steam. 
a. Kobert Fulton. 

(1) Early life. 

(2) Fulton abroad. 
Turns to inventions. 

(3) The Steamboat. 

a. First attempts. 

b. The Clermont on the Hudson. 

c. Success. 



5. INDIANA YOUNG PEOPLE'S READING CIRCLE. 
(From Last Year's Outline.) 

Discuss the Following : 

1. Its purpose is to create and cultivate a desire for 

good reading. 

a. Why should this be done? 

b. How should it do this? 

c. What results will follow if properly done ? 

d. What success have you had in this work? 

How did you accomplish your work? 

e. Give other suggestions that may occur to 
you. 

2. How create an interest in the work ? 

a. Among your pupils? 

b. Among the patrons ? 

c. State what you have done, and with what 

success. 

3. • How may the books be secured? 

a. Is there any advantage in securing the co- 

operation of pupils in the purchase of 
the books? What? Does the feeling of 
part ownership in books influence the 
children? How? 

b. What is the effect of "penny collections"? 

When they are made, do the pennies 
come from the savings of the children, or 
are they presents from parents? Which 
would you prefer ? Why ? 



28 



c. What do you think of the plan of raising 

money by giving literary entertain- 
ments ? Give reasons. 

d. Would an entertainment on the evening of 

"Arbor Day," " Patriotic Day " or " In- 
diana Day " with small fee be advisable? 

e. Which can you do the most good with, a 

set of reading circle books, or a set of 
reading or number charts? Give rea- 
sons for your answer. 
How do the most good with the books when in 
the schoolroom ? 

a. Should the books always be in the school- 

room during school hours? Why? 

b. What results do you expect to accomplish 

with the books? 

c. Care of books. 

(1) Has this topic any value save the 
fact that the books will last longer 
when they are properly cared for ? 
If so, what is it ? Explain fully. 

d. Certificate of membership. 

(1) How secured ? 

(2) Value of. 

e. Diploma. 

(1) How secured. 

(2) Value of. 



THIRD INSTITUTE, 



PROGRAM. 



9 : 30. Opening Exercis^es. 
Roll Call. 

1. Talks on Life's Ideals. 
Eecitation. 

Music. 

2. Talks on the Study of Literature. 
12:00. NOON. 

1:00. Music. 

3. School Hygiene. 
Recitation. 

4. History. 
Music. 

3:30. Assignment of Duties. Adjournment. 

1. TALKS ON LIFE'S IDEALS. 

I. What Makes a Life Significant? (pp. 265-301). 
Books referred to : 

1. " My Confession," by Leo Tolstoi. 

2. " War and Peace," by Leo Tolstoi. 

3. "Crossing the Plains," by Robert Louis 

Stevenson. 

4. ''Sermons," fifth series, by Phillips Brooks. 

5. "Essays by a Barrister," by Fitz- James 
Stephen. 

1. Read the chapter as a whole. 

2. Examine, re-reading the chapter, the following 
suggestions given in the outline : 
a. The ideal set forth in th« chapter — a life is 

made significant through the unity of 



30 



the virtues of courage, kindliness, pa- 
tience and endurance, with inner joy and 
a true ideal. 

(1) The need of a principle to render 

tolerance less chaotic (pp. 265- 
268). Under this is to be noted 
a new statement of the blind- 
ness to the inner life of others 
(p. 265); the practical impor- 
tance of this (pp. 265-266) ; the 
example (pp. 266-268) ; the no- 
tion that while the blindness 
must in large measure remain, 
the sense of blindness will lead 
to caution, to toleration (p. 268). 

(2) The search for a principle to free 

toleration from chaos (pp. 268- 

296). 

a. In the form of personal 
reminiscences (pp. 268- 
279). Under this is to 
be noticed the reference 
to society at Chautau- 
qua; its defect; the ap- 
parent absence of hero- 
ism in the world (pp. 
273-274) ; the discovery 
of heroism in the labor- 
ing classes, and the in- 
ference that in them 
only is found the sig- 
nificance of life (pp. 
274-285). (Under the 
question of heroism, one 
will be interested in the 
editorial in the Indian- 
apolis Journal of April 
1, 1900, on "Unrecog- 
nized Heroism.") 



31 



b. In an impersonal form 
(pp. 279-296). Under 
this notice the views of 
Tolstoi and of Steven- 
son (pp. 279-283); the 
question as to the truth 
of the inferences made 
above by the author, 
and as to the position 
of Tolstoi and Steven- 
son (pp. 283-285); the 
experiment of Walter 
Wyckoff (pp. 285-289) ; 
the view of Phillips 
Brooks as to the value 
of poverty (pp. 289- 
290) ; the answer which 
the author finally 
makes : " The laborer's 
life is not fully dgnifi- 
cant, because it lacks a 
high ideal in unity with 
its courage and fidelity" 
(p. 291). 
(3) What the principle is: an emo- 
tional attitude involving inner 
joy (emotional) ; courage and 
endurance (volitional); and a 
high ideal (intellectual). Un- 
der this is to be noted : 
a. The nature of an ideal 
(pp. 292-293) created by 
the intellect ; marked 
by novelty; relative ; 
possessed by every one; 
of different degrees; 
multiplied by educa- 
tion ; insufficient in it- 
self to render life sig- 
nificant. 



32 



6. That the significance of 
life arises from a unity 
of an ideal involving 
progress, With the vir- 
tues (p. 294). Under 
this is to b8 noticed that 
the greater of the two is 
the virtue, " The simple 
faithfulness to his life " 
(p. 295) ; the purpose of 
''All this beating 'and 
tacking" (p. 295); that 
the conclusion is a real 
one, although vague (p. 
296). There is to be ex- 
amined next the gain 
arising from the process 
of reaching the conclu- 
sion (p. 296). First, the 
reader has become more 
fully aware of "The 
depths of worth in alien 
lives"; second, more 
fully possessed of a 
standard for deciding a 
significance of other 
lives; third, more fully 
developed in imagina- 
tion ; fourth, more fully 
aware of the grounds for 
humility, tolerance, rev- 
erence and love for oth- 
ers; fifth, more fully 
possessed of an inner 
joyfulness at the idea of 
the increased importance 
of common lives. 
(4) Practical illustrations of the prin- 
ciple (pp. 297-301). 



33 



a. The labor question (pp. 
297-298). Examine in 
connection witL this the 
following questions : In 
what does the difficulty 
in the labor problem 
rest? Can a new and 
better equilibrium, a 
new distribution of 
wealth, make a " genuine 
vital difference"? Is 
not " The solid meaning 
of life always the same 
eternal thing," the unity 
of ' " Some attainable 
ideal with vitality, cour- 
age and endurance " ? 

6. The illustration of cross- 
ing the seas (pp. 299- 
300). 
" (5) The principle re-stated (pp. 300- 
301). 

a. In what sense has the 
world no progress, no 
real history? What is 
the relation of changing 
conditions to ideals ? 

6. Explain the sentence be- 
ginning with " There are 
compensations" (p. 301). 

c. The effect of really and 
truly believing this (p. 
301). 

2. TALKS ON THE STUDY OF LITERATUEE. 

III. Study of Chapters VI and VII. 
1. Chapter VI. Methods of Study. 

a. The study of literature is the study of 
"The adequate exprea«ions of genuine 

m 



34 



emotion ; " note the two elements expres- 
sion and emotion. 

b. Shall the ordinary reader test each new 

book or read what the world has tested 
and decided upon ? 

c. Enjoyment must accompany the reading. 

d. The reader may enjoy now what he once 

could not enjoy, or he may have ceased 
to enjoy what he once enjoyed. Explain 
why this is true, 
e.* The reward can not be greater than the ef- 
fort; but the power of effort must be 
cultivated. 

f. Have you ever found a person who has read 

many books who yet seems not to appre- 
ciate what he has read or who is not 
able to make any application of his 
reading ? What is the defect ? 

g. Distinguish and illustrate between appre- 

hend and comprehend. 

h. What is the danger of reading meanings 
into an author which he did not have in 
mind? 

i. How can a knowledge of the times of a lit- 
erary composition aid our comprehen- 
sion ? 

j. What is the danger of over-editing a piece 
of literature? 

k. " The power of producing an effect as a 
whole is one of the tests of art." Does 
this principle determine how we shall 
study literature? The nature of text- 
books ? 

1. Cultivate power to grasp work of art as a 
whole, 
m. Many readings of a selection are good if 
each is fresh and not warped by precon- 
ceptions. 

n. Value of sympathy of reader with author ? 



35 



o. How do editors' notes interfere with in- 
spiration? 

p. Keverence must be the attitude of mind of 
the reader if he is to gain the insight of 
the author. 
2. Chapter VII. The Langmige of Literature. 

a. Art Conventions vary ; 

(1) With the art. 

(2) With the race or nation. 

(3) Somewhat with the times. 

(4) Somewhat with the object in view. 

(5) Somewhat with the faculty of mind 

in use. 

b. Meaning of language as stated by defini- 

tion? 

c. Meaning of language as implied (John III, 

3 and 4). 

d. Imaginative writing is done by suggestive 

language, 

e. Dictionary definition largely useless in 

literature. 

f. Explain the danger of fossil similes ; cheap 

literature is filled with them. 

g. It would be well for each to bring words, 

phrases and clauses which suggest and 
imply much, 
h. To read literature well one should be fa- 
miliar with : 

(1) The English Bible. 

(2) All mythology. 

(3) History. 

(4) Folk Lore. 

(5) Other literature. 

i. Language is essential to a comprehension 
but as a means not an end. So gram- 
mar notes are useless in literary study. 
(See Barrett Wendell's chapter on words 
in his " Engli»h Composition.") 



36 



3. SCHOOL HYGIENE. 

I. Ventilation — Continued. 

1. The proper degree of moisture in the air. 

2. The degree of humidity. 

3. Amounts of moisture in the out- door air at dif- 

ferent temperatures, e. g., 80° Fahr., 70° Fahr., 
50° Fahr., 32° Fahr., etc. 

4. If out-door air at a temperature of 20° Fahr. is 

heated in the schoolroom to 70° without adding 
moisture to it, it is seven times as dry — i. e. its 
capacity to absorb moisture has become seven 
times as great as before — the air becomes 
thirsty therefore, and thus makes evaporation 
from the skin and mucous membrane too rapid. 
What effect has this on the child? The furni- 
ture ? The building? How remedied ? 

5. The amount of air required per pupil each hour. 

6. How long will the fresh air in your schoolroom 

last, taking into consideration your average 
daily attendance, provided there are no means 
of bringing into the room a fresh current of 
air? How many times per hour, thereiore, 
should the air be wholly renewed to asfure 
perfect ventilation? 

7. Natural ventilation depends upon the fact that 

heated air is. lighter and rises. What is artifi- 
cial or mechanical ventilation, and how is it 
accomplished ? 

8. Can perfect ventilation be secured by natural 

means? 

II. References. 

See outline for First Institute. 

4. HISTORY. 

I. The Levtis and Clarkb Expedition. 

1. The place of explorers in civilization. 

2. Originator of the idea; aim of the expedition. 

a. Appointment of Lewis and Clarke. 



37 



b. Preparations. 

c. The march. 

(1) Relations with the Indians. 

(2) Route followed. 

(3) Incidents of the journey. 
A. Results of this expedition. 

II. Conspiracy of Aaron Burr. 

1. Extenuation of Burr's conduct. 

a. Burr should be judged by the standard of 

his own tim^s. 

b. Expected separation of the East and West. 

2. Character of Burr. 

3. Quarrel and duel with Hamilton. 

4. Removal to the West. 

5. The Great Conspiracy. 

a. The plan. 

b. Relations with General Wilkinson. 

c. Relations with England. 

d. Relations with the Blennerhassetts. 

6. The arrest and trial. 

a. The proclamation. 

b. Wilkinson's conduct. 

c. The arrest. 

d. The trial. 

(1) Grounds for acquittal. 

7. Theodosia and Burr's later life. 



FOURTH INSTITUTE. 



PROGRAM. 



9:30. Opening Exercises. 
Roll Call. 

1. Talks on Life's Ideals. 
Eecitation. 
Music. 

2. Talks on the Study of Literature. 
12:00. NOON. 

1:00. Music. 

3. School Hygiene. 
Recitation. 

4. History. 
Music. 

3:30. Assignment of Duties. Adjournment. 

1. TALKS ON LIFE'S IDEALS. 

Read as a whole, and study carefully, each of the follow- 
ing chapters. 
I. The Chapter on "Psychology and the Teaching 

Art." (pp. 3-14.) 

1. The thoughts presented : 

a. Only the fundamental conceptions of psy- 

chology are of real value to the teacher. 

b. Definite programs, and schemes and 

methods of instruction for immediate 
schoolroom use, can not be deduced from 
the science of the mind's laws. 

c. Psychology is a science and teaching is an 

art, hence an intermediary inventive mind 
is needed to apply psychology to teaching. 
-38- 



39 



d. The particular thing a teacher must do is 

left exclusively to his own genius. 

e. Pedagogics and psychology run along side 

by side, and the former is not derived in 
any sense from the latter. The two are 
congruent, but neither is subordinate. 

f. Teaching must agree with psychology, but 

need not necessarily be the only kind of 
teaching that would so agree. 

g. To know psychology is absolutely no guar- 

antee that one shall be a good teacher. 

h. Psychology has, however, a negative use. 
(See pp. 10-11.) 

i. The teacher's attitude toward the child is 
concrete and ethical, and is hence posi- 
tively opposed to the psychological ob- 
server's, which is abstract and analytic. 
2. Questions occurring to the student of the chapter. 

a. Is not any psychological knowledge of real 

value to the teacher, even "refinements of 
introspective detail"? (p. 7.) 

b. Can definite programs, schemes and 

methods of instruction be deduced in igno- 
rance of the science of the mind's laws? 
Can they be deduced from a knowledge of 
the branches of study, only? 

c. Is not teaching a science as well as an art? 

Does not the science of education include 
as one of its factors the psychological pro- 
cesses of the child and of the mature 
person, as well as the aims of life and the 
essential characteristics of the branches of 
study? If psychology, that is, if the pro- 
cesses of the learning mind are not an 
element in the science of pedagogy, can 
psychology be "applied" to teaching? 

d. Does not the particular thing which the 

teacher is to do, ^always relate to the 
present condition of the child's mind, to 
the more developed condition into which 



40 



he is to arise, and to his process in reach- 
ing the more developed condition ? Could 
the problem be left, then, exclusively to 
the teacher's own genius, unless the word 
genius is used to mean insight into the 
mental nature of the child? 
If pedagogics and psychology merely run 
along side by side, can psychology have 
anything to do with pedagogy? Can 
pedagogy be controlled by any outside 
thing which is to be merely " applied " to 
it? Is not the process in the science of 
pedagogy controlled by elements found 
within that science itself? 
Should it be held that teaching must agree 
with psychology, considered as a general 
science merely? Is it not the meaning 
that teaching must agree with the pro- 
cesses required in the child's develop- 
ment in any concrete case? Teaching al- 
ways implies a weakness, a definite lim- 
itation in the child. In such case is there 
not one definite mode of teaching best 
adapted to the difficulty? 
It is said that " To know psychology is ab- 
solutely no guarantee that one shall be a 
good teacher." Is it the guarantee to 
good teaching to know the branches of 
study only? Does not good teaching rest 
upon a knowledge of all the factors in the 
science of pedagogy, and upon thoughtful 
experience through a considerable period? 
If, however, psychology is something out- 
side of pedagogy, it could not very well 
be a guarantee to good teaching. 
. It is to be noticed that Prof. Miinsterberg 
(p. 13) says: "The teacher's attitude 
toward the child, being concrete and 
ethical, is positively opposed to the 
psychological observer's, which is abstract 



41 



and analytic." Is not the main weak- 
ness in teaching found in ihie habit of ap- 
proaching the child as merely a concrete 
being ? The teacher himself as a concrete 
worker, deals with the child as a concrete 
existence ; therefore inattention, for ex- 
ample, is always merely inattention. The 
teacher should have the analytic power to 
discover the inattention, to distinguish it 
from its cause, and to distinguish the 
cause of this inattention from other causes 
which inattention may have at other 
times. He must also have the analytic 
power to distinguish the processes which 
the child is to enter upon in this case 
from the processes required in other cases 
of inattention. Should not the teacher 
have the power to know the child as con- 
crete in the somewhat indistinct way he 
would naturally know him at first, then 
to analyze his condition and processes and 
finally think of him again as concrete in 
the more clear and intelligent way? 
Should not all of this be the foundation 
of his skillful teaching in any given 
case? 

tl. The Chapter on " The Stream of Consciousness." 
(pp. 15-21.) 

1. What is the advantage to the teacher in know- 

ing that " We have fields of consciousness," 
and that "The concrete fields are always 
complex"? (p. 17.) 

2. Why is the distinction expressed by "focal 

object " and " marginal object " a very im- 
portant one? (pp. 18-21.) 

II. The Chapter on " The Child as a Behaving Or- 
ganism." (pp. 22-28.) 
J 1. What impression do the following statements 

tend to produce : 



42 



a. " Whatever of transmundane, metaphysi- 

cal insight or of practically inapplica- 
ble aesthetic perception or ethical sen- 
timent we may carry in our interiors 
might at this rate be regarded as only 
part of the incidental excess of func- 
tion that necessarily accompanies the 
working of every complex machine." 
(p. 24.) 

b. "Third, those very functions of the mind 

that do not refer directly to this world's 
environment, the ethical Utopias, aes- 
thetic visions, insights into eternal 
truth, and fanciful logical combina- 
tions, could never be carried on at all 
by a human individual, unless the 
mind that produced them in him were 
also able to produce more practically 
useful products. The latter are thus 
the more essential, or at least the 
more primordial results." (p. 26.) 
c. "Fourth, the inessential 'unpractical' 
activities are themselves far more con- 
nected with our behavior and our adap- 
tation to the environment than at jfirst 
sight might appear." 

2. What is your general estimate upon the thought 

of the chapter ? 

3. Indicate the educational worth of the doctrine 

of the chapter. 
IV. The Chapter on "Education and Behavior." 

1. Notice especially the valuable thought of edu- 

cation given in the first paragraph, on p. 29. 

2. What is "The biological conception of mind"? 

(p. 31.) 

a. Does this view imply that the mind itself 
is not an end in life? 

3. Does the result sought for in Germany— "An 

efficient instrument of research " — appear to 
you to be satisfactory? 



43 



2. TALKS ON THE STUDY OF LITEKATUEE. 

IV. The Study of Chapters VIII, IX and X. 

1. Chapter VIII. The Intangible Language. 

Note. — This doubtless is the most difficult 
as well as the most important chapter in this 
series of extraordinary chapters either to 
outline in any formal fashion or even to ask 
questions upon which shall lead to any valu- 
able insight. 

The most essential and most valuable part 
of all literary study is that phase which most 
of all needs creative power both to use and to 
comprehend and appreciate when properly 
used. The one who is so fortunate as to in- 
stinctively see and feel this use of language 
is surprised that there are any who can not 
see it and find themselves unable to explain 
what is to them so perfectly apparent. 

On the contrary, those who by nature do 
not possess this "vision," who do not see 
what the dictionary can not explain and who 
believe that words can be fully and wholly 
defined, at once disbelieve that words possess 
such contents as their more fortunate friends 
declare, and are ready to say it is all 
^imagination ;^^ that is precisely what it is, but 
many are unable to see beyond the dictionary 
and die not only unbelievers but disbelievers, 
and declare that poetry is a fad, or the 
product and the food of abnormal minds. 

For neither of these two classes can the 
study of literature do much; one does not 
need its culture and the other finds it impos- 
sible to be exercised and therefore helped by 
the culture which literature has to offer. 
This difficulty led Jesus to be misunderstood 
and led Emerson to say that our churches 
are founded on figures of speech. 



44 



But there is a great middle class between 
those two extremes which includes a large 
portion of humanity, and which is the hope 
of our race in the study of the arts and to 
whom the study of literature can be made to 
appeal and whose lives will be broadened 
and deepened by every presentation of real 
art. This middle class is made of those per- 
sons who by instinct see but little of the sig- 
nificance of " Intangible Language," but who 
by judicious assistance will find it a great 
source of life. Many can be led to compre- 
hend what they at first saw either faintly or 
not at all. 

a. I would suggest that teachers first inter- 

pret and appreciate the excellent exam- 
ples collected here by the author, and 
follow this by e^ch selecting from good 
literature a few other marked exam- 
ples that say little and imply much. 

b. Don't do what the author enumerates as 

possible on the latter half of page 116. 
If you should do these things don't 
call the labor the study of literature. 
(See again Woodrow Wilson's article 
in the Atlantic Monthly.) 

c. No author can give you ready-made beau- 

tiful imagery that produces life, but 
he can give the suggestion and your 
own creative imagination must do the 
rest. You must create to enjoy. 

d. Kead sympathetically and imaginatively. 

e. Every one who reads literature must feel 

how useless a dictionary alone is by 
feeling so much more in many words 
than is possible for a dictionary to give. 
2. Chapter IX. The Classics. 

a. Classics not well defined. 

b. Popularly speaking, was the friend cor- 

rect in his estimates of the classics ? 



45 



c. Are classics to be measured by popu- 

larity ? 

Do large numbers of students make a 
good school ? 

d. We expect the cultured to know the 

classics. 

Is this a reason why they are not 

popular? 
Do really great and popular become 

synonymous? 
Do the more vulgar confess to a love 

for classics because they do represent 

high culture? 
Or shall we modify our view of classics ? 

e. Classics are 

(1) Not necessarily the antique. 

(2) Those works which have received 

the suffrages of generations. 

(3) Those writings which have con- 

tinuously pleased and moved 
mankind. 

(4) Fundamentally serious, grave, sin- 

cere, not sad. 

f. Interests of a book. 

(1) Temporary (Timely), 

(2) Permanent (Classic). 

g. The permanent value is the literary value, 

because it touches the emotions whieh 
are eternal in the human race. 

h. What is and what is not literature is de- 
termined by the permanency as well as 
the height of its emotional power. 

i. Classic and popular must not be con- 
founded. Once a classic always so. 
Suddenly popular seldom a classic. 

j. Great classics have never been popular as 
measured by the whole body of the 
people. 



46 



k. "Forswear ephemeral literature and 
bring an untarnished mind to the read- 
ing of the classics." 
Chapter X. The Value of the Classics. 

a. "Natural inclination of ordinary man 

not toward imaginative literature." 

What is implied in this as to culti- 
vation? 

b. Eeasons for the study of the classics espe- 

cially. 

( 1 ) " For the understanding of literary 

language." 

Use dictionaries as a last 
resort. 

(2) " For childhood, youth and growth 

of literary art." 

(3) " Freshness and conviction of ex- 

pression." 

This fact will be best appre- 
ciated if you will recall how the 
fine spiritual and life-giving 
texts of the Bible have been 
used by soulless theologians 
until they have become mean- 
ingless. 

(4) "For the persuasion and vivid- 

ness of first discovery which 
impart to the folk-song its 
charm and force." 

(5) Full of sentiment, free from senti- 

mentality. 

(6) Freedom from morbidity, which 

follows sentimentality, but char- 
acterized by a wholesome sanity. 

(7) From these we get our standards 

of right literary judgment and 
criticism. 

(8) Standards of life. 

The end to be gained from the 
study of literature as of all other 



47 

studies is life. " For wise, whole- 
some and comprehensive living 
there is no better aid than a fa- 
miliar, intimate, sympathetic 
knowledge of the classics." 

3. SCHOOL HYGIENE. 

Ventilation — Continued . 

1. What should be the size of flues admitting fresh 

air for 45 children? 

2. What is an aspirating chimney? How should 

chimneys be built? 
Ventilation by Windows and Doors. 

1. What are the inconveniences? 

2. What mechanical appliances may be made with- 

out much expense to assist in ventilating such 
buildings? Make a careful study of this. 
.3. Should windows be lowered from the top or 
raised from the bottom, or either? Why? 
When? 

4. The proper temperature of a room. 

5. What are some of the cheap, yet modern, appli- 

ances for securing better ventilation. 
Keferences. 
See outline for First Institute. 



4. HISTORY. 

The Missouri Compro:^iise. 

1. Importance of the subject. 

2. Slavery during the Colonial Period. 

a. Slavery a stage in civilization. 

b. Fostered by the Mother Country. 

c. Beginning of colonial opposition. 

d. Colonial position in 1776. 

3. The Ordinance of 1787 in reference to slavery. 

4. The proposed ordinance of 1784. 

5. The slave trade. 



48 



6. Slavery under the Constitution. 

a. A subject of one of the compromises. 

b. Prohibition of slave trade. 

c. Effect of the cotton-gin and the Louisiana 

Purchase. 

7. Proposition to admit Missouri as a slave State. 

a. Significance. 

b. Awakening of people on the subject. 

c. Arguments in favor of admission. 

d. The Sixteenth Congress. 

(1) Action of the House. 

(2) Action of the Senate. 

(3) Maine as a means of compromise. 

(4) I'urther concession as to Louisiana 

Purchase. 

8. What was won or settled by this compromise ? 

II. The Monroe Doctrine. 

1. General nature of Monroe's presidency. 

2. The foreign policy of Washington's Farewell 

Address. 

3. Policy of the Holy Alliance. 

4. Attitude of England thereto. 

5. Monroe's message to Congress. 

6. The Monroe Doctrine in operation. 

a. The Panama Congress. 

b. The Oregon boundary. 

c. Yucatan. 

d. The Isthmian Canal. 

e. Cuba. 

f. Mexico. 

g. Venezuela. 

7. Kemarks on the Monroe Doctrine. 

a. The twofold object. 

b. Position in international law. 

c. Its status — not a law but an attitude. 



FIFTH INSTITUTE. 



PROGRAM. 



9:30. Opening Exercises. 
Koll Call. 

1. Talk on Life's Ideals. 
Eecitation. 

Music. 

2. Talks on the Study of Literature. 
12:00. NOON. 

1 : 00. Music. 

3. School Hygiene. 
Eecitation. 

4. History. 
Music. 

3 : 30. Assignment of Duties. Adjournment. 

1. TALKS ON LIFE'S IDEALS. 

I. The Chapter on "The Necessity of Reactions."- 
(pp. 33-37.) 
1. The general principle of the chapter. 

a. Note all the different things included under 

"Eeactions." 

b. The value of manual training, (pp. 35-36.) 

c. For an excellent statement of the psychology 

of manual training, examine " The Psy- 
chology of Manual Training," by Dr. 
William T. Harris. (A report presented 
to the National Educational Association, 
at Nashville, Tenn. This report can be 
obtained in pamphlet form by vrriting to 
' the Commissioner of Educatioo, Washing- 
ton, D. C.) 

(4) -49- 



50 



d. In order to understand the Swedish Sloyd 
System, examine the following : 
Hand-Book of Sloyd, by Otto Salomon, 
published by Silver, Burdett & Co., 
Chicago. 

II. The Chapter on " Native " Eeactions and Ac- 

quired Keactions." (pp. 38-44.) 

1. Compare the definitions of education given in 

the first paragraph (p. 38) with other defini- 
tions familiar to you. 

2. Explain the sentences in italics, (pp. 38-39.) 

3. The importance of understanding the impulses 

and instincts of childhood. (See James' Psy- 
chology, " Briefer Course," chapter 25.) 

III. The Chapter on "What Native Eeactions Are." 

(pp. 45-63.) 

1. Show the gain to the teacher arising from the 

thoughts presented on pp. 46 and 47. 

2. To understand more fully the expression be- 

ginning "But when the theoretic instinct," 
examine the chapter on Habit in James' Psy- 
chology, " Briefer Course," pp. 134-150. 

3. On "Imitation," (See Psychology, by John 

Dewey, p. 352.) 

Mental Development in the Child and the 
Eace, by J. Mark Baldwin, pp. 81-91; 91- 
103; 291-366. See by the same author, 
Social and Ethical Interpretations in Men- 
tal Development, pp. 7-123. 

4. What is your estimate on the paragraph at the 

close of p. 49? On Eousseau's position? 
(pp. 51-53). On the author's view? (pp. 
54, 55). 

5. Enumerate the different ways in which the 

"impulses for collecting" (see pp. 56-58) 
may be stimulated and satisfied in a country 
school. 

6. Give an estimate on the thought presented by 

the author concerning " Constructiveness." 
(pp. 58-60.) 



51 



a. Under constructiveness see A Study of 
Child Nature, by Elizabeth Harrison, 
pp. 183-207, published by the Chicago 
Kindergarten College, 10 Van Buren 
St., Chicago. 

7. The transitoriness of instincts. 

a. Examine carefully the text. (pp. 60-62.) 

b. See James' Psychology, " Briefer Course." 

(pp. 399-404.) 

c. See article by Spalding, in Macmillan's 

Magazine for February, 1873. (p. 287.) 

8. Explain the paragraph beginning with " Ee- 

epect, then." (p. 62.) 



2. TALKS ON THE STUDY OF LITERATURE. 

7. The Study of Chapters XI, XII and XIII. 
1. Chapter XL The Greater Classics. 

*a. The study of the Bible as Literature. 

(1) Difficulties in the way of a liter- 
ary study of the Bible. 
a. The view that the Bible is 
sacred to religion alone 
makes any other than a 
religious use of the 
Bible sacrilegious. 
6. The fact that the Bible 
• has been so long consid- 

ered merely a religious 
guide drives many op- 
positely inclined to hold 
it useless for all good 
purposes, 
c. All of us have so been ac- 
customed to hear such 
lifeless interpretations 
placed upon it, to hear 



See the Bible as Literature by Moulton and other writers. 



52 

it used merely in dis 
putation, that it is now! 
difficult, if not impossi- 
ble, for us to come to it 
with fresh and vigorous 
minds free from precon- 
ceptions. 
(2) Points of distinct merit. 

a. Dignity. 

b. Sincere conviction. 

c. Imaginative emotion. 

d. Almost every type of liter- 

ary composition. 
• (3) As to whether the old version 
or the Eevised Version is the 
better there is difference of 
* opinion. 

b. Homer in English Translation (Bryant's 

translation good). 

c. Dante in English Translation (Prose prob- 

ably the better). 

d. Chaucer. Easy to read in the original. 

e. Shakespere. Don't read commentaries. 
2. Chapter XII. Contemporary Literature. 

a. Books. 

(1) The unity of all literature must be 

clearly seen before one can appre- 
ciate literary art. 

(2) Difficult to distinguish between 

that of genuine merit and that 
which is temporarily popular. 
The best single guide is the fact 
that the classics are never read 
by the mass of readers. Sudden 
popularity has almost invariably 
meant early death. 

(3) Standards deduced from the classics 

must measure the contemporary. 



See Literary Study of the Bible, Moulton, 



53 



(4) Sentimental likely to be popular, 

never permanent. 

(5) Can not neglect contemporary lit- 

erature without falling out with 
our time8. 

(6) Mere temporary interest, either po- 

litical or social or religious, en- 
gross us so we fail to look for 
those elements which give perma- 
nent and classic value. 

(7) If a work express true human emo- 

tion adequately there is per- 
manency. 

(8) Value of real literary judgment 

now, because of the great number 
of books coming from the press. 
b. Periodicals. 

(1) Newspaper. 

a. Effect of such reading upon 
our ability and tendency 
to read the more valuable 
books. 

6. Faithful reader of the Sun- 
day newspaper is hopeless. 

(2) Magazines. 

a. More dangerous because 

looked upon as more digni- 
fied and less sensational. 

b. Newspapers and magazines 

both purely business ven- 
tures. Literature can not 
be made to order; it is 
spontaneous. 

c. Since publishing has become 

a business we must have 
much literature made to 
order and therefore not 
genuine literature, but a 
measured task for so much 
money. 



54 



Chapter XIII. New Books and Old. 

a. "Timeliness" as an element in determining 

the value of a new book. 

b. How far shall we be influenced by advertise- 

ment? 

c. How lar by criticism when the critical journal 

is published by the publisher of the book 
criticised? 

d. New schools of literature — sensationalism 

revamped. ^ 

e. Novelty not the test of value, truth only is 

the test. 

f. How does a sense of humor save Americans 

from the extravagances of Europeans ? 

g. Instantaneous effect likely sensational. 

h. Real value of a book the genuine delight it 
gives, ior delight is the essential quality of 
genuine art. 

i. The book which is fit to read to-day will be 
worth reading many times and any time. 

j. Tj^e classics furnish us the means of measur- 
ing the worth of what we read. 

k. The loss of the great classics impoverishes life 
infinitely. 

1. Many truths which are proper to science should 
not be portrayed with emotion and imagina- 
tion as literature, 
m. Name the books from which the characters on 
page 179 are taken; name the author of 
each. 

n. Would the authors here recommended make a 
sufficient library of fiction for the average 
reader ? 



3. SCHOOL HYGIENE. 

Lighting Schoolrooms. 

1. From how many sides ? Why ? 

2. The windows should extend to the ceiling. Why ? 



55 



m rooms by rows of windows set opposite each 

other on two sides of the room is a very unsat- 
isfactory and unhygienic arrangement. Why ? 

4. Window area should never be less than 26 per 

cent, of floor area. How is it in your school 
house? 

5. Color of walls and ceiling. Walls should never 

be a glossy white. Why ? 

6. Window shades; their uses, color, adjustment. 

Cheapness is not economy as applied to win- 
dow shades. 

7. Light should be diflfused equally throughout the 
^ room. How corrugated glass promotes diffu- 
* sion. 

IL References. 

See outline for First Institute. 



4. HISTORY. 

I. Lafayette's Visit. 

1. Significance. 

2. A Nation's Welcome. 

a. A guest of the public. 

b. Features of his progress. 

c. At the Capitol. 

d. Mount Vernon and Bunker Hill. 

II. The Caroline Affair. 

1. Significance. 

2. The Canadian Rebellion. 

3. Destruction of the Caroline. 

4. American feeling aroused. 

5. Arrest and Trial of McLeod. 

a. The circumstances. 

b. The question involved. 

c. The ludicrous result of the trial. 



56 



III. The Campaign of 1840. 

1. A reaction against hard times. 

2. The Whig Convention. 

a. The candidates. 

b. The nomination. 

c. Choice of Tyler for Vice-President. 

3. William Henry Harrison — brief biography. 

4. The Democratic nominee and platform. 

5. The Log Cabin and Hard Cider Campaign. 

a. Mass meetings. 

b. Campaign symbols. 

c. Campaign songs. 

6. The election. 

7. Last days of President Harrison. 

IV. Discovery of Gold in California. 

1. A factor in national progress — to what extent? 

2. Characteristics of California in 1847. 

3. The discovery of gold and the spread of the 

news. 

4. The'Torty-Niners." 

5. A view of the miners and the mines. 

6. The monument to Marshall. 

7. California in national politics. 

a. Application for statehood without slaves. 

b. Attitude of the South. 

c. The compromise of 1850. 

(1) Gave the North the predominance 
in the Senate. 



I 



SIXTH INSTITUTE. 



PROGRAM. 



9 : 30. Opening Exercises. 
Eoll Call. 

1. Talks on Life's Ideals. 
Eecitation. 

Music. 

2. Talks on the Study of Literature. 
.2:00. NOON. 

1 : 00. Music. 

3. School Hygiene. 
Eecitation. 

4. History. 
Music. 

3:30. Assignment OF Duties. Adjournment. 

1. TALKS ON LIFE'S IDEALS. 

L. The Chapter on "The Laws of Habit." (pp. 
64-78.) 

(Study the following references in connection with 
this subject : 
Psychology (Briefer Course), by .James. Chap. X, 

pp. 134-150. 
Handbook of Psychology, by Sully. Pp. 81, 292, 

293, 370-377, 387-390. 
Mental Development, by James Mark Baldwin. 

Pp. 214-220, 223-237, 239-262, 481-488. 
Psychology, by John Dewey. Pp. 111-115. ) 

-57- 



58 



1. Nature of Habit. 

a. Study text. 

b. Study the topic in some or all of the refer 

ences given. 

2. The economy of habit in daily life. 

a. See text, pp. 65-67. 

b. Give illustrations to show this point. 

3. Habit forming. 

a. State the law. 

b. Is it because we have bodies or because we 

have minds that we are subject to the 
law of habit? 

c. Maxims. See text. (pp. 67-76.) 
(See also references given above. ) 

4. Educational suggestions. 

a. Show that education is a process of habit 

forming, and illustrate with Grammar, 
History, Conduct, etc. 

b. Give suggestions based on each " Maxim," 

stated in the chapter. 
II. The Chapter on "The Association op Ideas." 
(pp. 79-90.) 
(Keferences : 
Psychology, by James. Chap. XVI, pp. 253-279. 
Mental Development, by James Mark Baldwin. 

Pp. 279-290, 361-366. 
Psychology, by John Dewey. Pp. 90-111. 
Handbook of Psychology, by Sully. Pp. 51, 

137, 138 ; 144-146. 
Mental Science and Culture, by Brooks. Pp. 
140-151.) 

1. Relation of association of ideas to : 

a. Habit, See text, Chapter VIII. 

b. The stream of consciousness. See text. 

Chapter II. 

2. The laws of association. 

a. Contiguity. Explain and give an illustra- 

tion. 

b. Similarity. Explain and give an illustra- 

tion. 



59 



3. Causes of association. 

a. The author's view. (p. 82.) 

b. Other views. See references. 

c. Give your opinion of the different views. 

4. The " Great Problem " of Association. 

See statement of, p. 83, and note carefully 
the author's explanation and illustration of 
this point. 

5. Educational suggestions. 

a. State points made by the author in the 

chapter and show their value to teachers. 

b. Does the process of association grow in 

strength more through external or inter- 
nal stimulation? Explain. 

IT. The Chapter ON "Interest." (pp. 91-99.) 
(Keferences : 
Psychology, by James. Pp. 170-175. 
Handbook of Psychology, by Sully. Pp. 72, 73, 

134-163, 333. 
Psychology, by John Dewey. Pp. 303-305. 
General Method, by McMurry. Pp. 49-68.) 

1. Kelation of Interest to instinct and to experi- 

ence. 

2. The two kinds : 

a. Original. Explain and give illustra- 

tions. 

b. Acquired. Explain and give illustra- 

tions. 

3. The law. 

a. See text, p. 94. Give illustrations. 

b. The ground for the transference of in- 

terest. See text, p. 95. 

c. Study references on interest- 

4. The program in keeping the attention of the 

child. See text, pp. 95, 96. 

a. Is interest to be awakened and attention 
secured through the entertaining "talk" 
of the teacher, or from within through 
the awakening in the mind of the 



60 



learner a consciousness of the relation 
between the new and the old? 

b. Should the course of study be arranged 

with reference to pleasant and interest 
ing associations in the child or with 
reference to the learner's growth ? 

c. What is the highest hupaan interest and 

how is it stimulated ? 

d. Does the child's development in self-activity 

modify the nature of his associations 
and also his interests ? If so, how ? 

IV. The Chapter on Attention, (pp. 100-115.) 
(References: 
Psychology, by James. Pp. 217-238. 
Mental Science and Culture, by Brooks. Pp. 

66-82. 
Handbook of Psychology, by Sully. Pp. 66-82. : 
Psychology, by John Dewey. Pp. 132-143. 
Mental Development, by James Mark Baldwin.! 
Pp. 451-475.) 

1. Preparatory. 

a. Read carefully the chapter in the text. 

b. Read some or all of the references given. 

2. Nature of attention. Study meaning of the 

term, in dictionary, and as used in text and 
references. 

3. Distinguish between attention and interest. 

4. Kinds of attention. 

a. Passive or spontaneous. Give the view 

presented in the text. Dae to what? 
Give illustrations. 

b. Active or voluntary. Give the author's 

view. Note carefully the illustrations. 
Its relation to the genius and to the 
" common-place mind "? 

5. Study the psychological theory of the process 

of attention. See text, pp. 106-109. How 
does it differ from the theory presented in 
references ? 



61 



6. Educational suggestions. 

a. Give your view on the following state- 

ment, pp. 100-101 : "All that we need ex- 
plicitly to note is that the more the passive 
attention is relied on by keeping the material 
interesting, and the less the kind of atten- 
tion requiring effort is appealed to, the more 
smoothly and pleasantly the classroom work 
goes on." 

b. Does mental efficiency come through pas- 

sive or active attention ? 

c. State and discuss the means of securing 

attention set forth in the text. 



2. TALKS ON THE STUDY OF LITEKATURE. 

I. The Study of Chapters XIV and XV. 
1. Chapter XIV. Fiction. 

a. The source of ail fiction is the love of 

narrative of human experience— the 
story. 

b. Each reader selects and likes the partic- 

ular kind of a story that is most akin 
to his own experience or the experience 
which he most desires. 

c. Taste for "solid reading" exceptional 

rather than general. 

d. The cause and result of certain religious 

bodies opposing all fiction. 

e. Measure each piece of fiction by the au- 

thor's definition of literature. There ia 
much fiction, as well as other forms of 
writing, that is not literature. 

f . Incident and character as the language of 

fiction. Explain. 

g. Of how many authors mentioned on page 

189 have you read well at least one 
book? 



62 

h. Each reader should read the best that he 
can like and try to like those that gen 
eral opinion calls best. 

i. The danger of any kind of reading is the 
danger of not doing it well. No one 
will read too much if he endeavors to 
experience the literature he reads. 

j. Proper method of reading and proper 
selection of books is of vastly more im- 
portance than the number of books 
read. (See page 192.) 

k. Note carefully what the author says of 
juvenile literature on pages 193 to 198. 
Books hastily written merely for the 
market are almost universally worth- 
less, and many of them worse than' 
worthless. Genuine literature, now as 
always before, grows spontaneously 
out of the richness and ripeness of 
life's experience, but not at the re- 
quest of publishers. 
2. Chapter XV. Fiction and Life. 

a. Is there still a prejudice against fiction 

because it is deemed untrue? Can peo- 
ple be led to distinguish between truth 
and fact? 

b. Note carefully the author's use of "vicari- 

ously," and ask yourself if this is not 
the secret which accounts for novel 
reading? The vicarious atonement 
(at-one-ment) is a truth in all phases 
of life as well as in religion. One ex- 
periencing for another is the basis of 
kinship in human life, for akin is of a 
kind. 

c. The reading which cultivates the moral 

and spiritual senses must touch the 
emotions rather than the intellect. 

d. What is to be learned from the study of 

fiction? 



HI 



63 



(1 ) Customs and habits of all phases 

of society. 

(2) Social conditions and relations. 

(3) The conventionalities of life in 

diflferent times, places and con- 
ditions. 

(4) Experiences and nature of man- 

kind. 

e. The great novelist, however, is not he who 

instructs men but he who moves men. 
Science instructs, literature touches 
9nd moves. 

f. Show what the author means by "truth- 

fulness in art." Page 206. 

g. The aim of the novelist is to interpret life, 

the outward facts used as a language 
to convey the inner meaning. Illus- 
trate this from a novel you have read. 

h. What are the advantages and defects of 
the short story ? 

i. Three characteristics of fiction: 
It should be delightful. 
It should be absorbing. 
It should be inspiring. 

j. Art may sadden but not depress, it may 
create intense sympathy but it can not 
embitter. Its function is to uplift and 
inspire. 

k. The danger of art is that it may win men 
from interest in actual existence. This 
is not a serious danger in this country 
at this time. 

3. SCHOOL HYGIENE. 

The Decoration of the Schooi-room. 

1. No room should be used for school purposes if 

there be plastering off in place^. 

2. Efiect of tinting the walls? Of painting? 

3. Adyantages of tinting over papering. 



64 



4. The use of pictures. How may tliey be secured I 

What kind should be purchased? One goodi 
picture is worth a hundred poor ones ; in fact,! 
none other than good ones should be used. It i« 
possible for every school to make some head-; 
way in this respect. Some townships have good 
pictures throughout. 

5. The use of plants and flowers. 

6. The use of vases. i 

7. Dangers of over-deeoration. ' j 

8. Do you keep your desk and the room orderly aa 

clean? This is the first essential of beauty. j 

4. HISTORY. 

The Underground Eailroad. 

1. Significance of the system. 

2. Rising sentiment in the North. 

3. The fugitive slave law. 

a. Part taken by Fillmore. 

b. Evil provisions of the law. 

c. Man-hunters. 

d. Trials of slaves. 

e. Said to be in two ways unconstitutional. 

f. In operation. 

(1) William Smith, Lancaster County 

Pa. 

(2) The Gorsuch episode, Christina, Pa 
(3j The " Jerry rescue," Syracuse, N. Y 
(4) Anthony Burns, Boston. 

4. Working of the Underground Railroad. 

a. General features. 

b. Special illustrations. 

(1) Anthony Blow, the stowaway. 

(2) Alfred Thornton. 

(3) Cordelia, free according to laws o 

Pennsylvania. 

(4) Jane Johnson, freed by stopping ii 

Fennsylyania. 



65 



(5) Henry "Box "Brown. 

(6) William and Ellen Craft, gentle- 

man and servant, 
c. Slave advertisements. 
5. Irritation of the Southerners. 

The Kansas-Nebraska Bill. 

1. Another step in the slavery agitation. 

2. Presidental election of 1852. 

a. The Whig Convention. A Northern nomi- 

nee and a Southern platform. 

b. The Democratic Convention. The dark 

horse. 

3. Stephen A. Douglas. 

a. The Kansas-Nebraska Bill. 

(1) Provisions. 

(2) Significance. 

4. Protest of the Independent Democrats. 

5. Passage in the Senate. 

6. Keception of the bill at the North. 

a. Disfavor of the politicians. 

(1) Temporary eclipse of Douglas. 

7. Kesults of the Kansas-Nebraska Bill. 

The Lincoln- Douglas Debates. 

1. Importance. 

2. A view of the two men. 

a. Similarities. 

b. Differences. 
8. Preliminaries. 

a. Trouble in Kansas. 

(1) The Lecompton Constitution. 
a. Stand taken by Douglas. 

b. Nomination of Lincoln for Senator. 

(1 ) Lincoln's " House Divided " speech. 

4. The challenge. 

a. Boldness of Lincoln. 

b. Kisk of Douglas. 

5. Questions discussed. 

a. Slavery and the Constitution. 



15) 



66 



b. " Popular Sovereignty." 

c. Interpretation of Kansas-Nebraska Bill. 

A territory could exclude slavery despite 
the Dred Scott Decision. The " Free- 
port Doctrine." 
6. The result. 

a. Douglas, Seaator. 

b. Lincoln, President. 



SEVENTH INSTITUTE, 



PROGRAM. 



9 


30. 


Opening Exercises. 
Koll Call. 

1. Talks on Life's IdeaJs. 
Eecitation. 

Music. 

2. Talks on the Study of Literature. 


12 


:00. 


NOON. 


1 


:00. 


Music. 

3. School Pygiene. 
Kecitation. 

4. History. 
Music. 


3 


:30. 


Adjournment. 



1. TALKS ON LIFE'S IDEALS. 

The Chapter on "Memory." (pp. 116-143.) 
The essential points in the discussion : 

1. The phenomena of memory are among the sim- 

plest and most immediate consequences of the 
fact that our mind is an associating machine. 
P. 116. 

2. Association of ideas explains memory by explain- 

ing each fact of recollection. For illustrations 
see p. 118. 

3. The laws of memory are due to our associations. 

4. Our associations are due to our organized brain- 

paths. 

5. Association explains both general relation and 

special recall. 

-67- 



68 

6. An educated memory depends on an organized 

Bystem of associations; and its goodness de- 
pends on two of their peculiarities : first, on the 
persistency of the associations ; and second, on 
their number. See pp. 120-123. 

7. Thought is the great factor in organizing these 

systems. See pp. 123, 125, 126, 127 and 143. 

8. Two pedagogic consequences stated. See pp. 123 

and 129. 

9. The value of memories and experimentation. See 

pp. 127, 133, 139 and 140. 
Suggestions : 

1. Trace the steps in a memory act of your own. 

Show the relation of memory and the laws of 
association in this act. 

2. Is there any ground for saying the discussion is 

materialistic ? 

3. What are the essential elements of the memory 

activity? • 

4. What elements has the author emphasized? 

5. How shall the memory be trained ? 

6. What is the present attitude of educators in re- 

gard to learning the exact words of an author? 
Is it correct ? 

7. References : 

Dewey's Psychology, pp. 176-191. 

Sully's Teacher's Hand-Book of Psychology, 

pp. 131-173. 
Watts' Improvement of the Mind, pp. 124-144. 

Pick on Memory. 

II. The Chapter on "The Acquisition of Ideas.'* 
(pp. 144-154.) 

The main thoughts in the discussion : 
1. Education, taken in a large way, may be de- 
scribed as nothing but the process of acquir- 
ing ideas or conceptions, the best educated 
mind being the mind which has the largest 
stock of them, ready to meet the largest possi- 
ble variety of the emergencies of life. P. 145. 



69 



2. In all this process of acquiring conceptions a 
certain instinctive order is followed. What 
is this order? See p. 146. 

3- After adolescence has begun, " words, words, 
words," must constitute a large partj and an 
always larger part as life advances, of what 
the human being has to learn. P. 150. 

4. The more accurately words are learned the bet- 
ter, if only the teacher make sure that what 
they signify is also understood. For illustra- 
tion see pp. 150-153. 

Suggestions : 

1. It will be noticed at once that this chapter is 

not so much a chapter in psychology as it is a 
discussion of the necessity of having ideas in 
life. 

2. The student must not deceive himself into think- 

ing that he is studying psychology in thia 
chapter- 

3. The student is warned against taking pp. 161-162 

as arguments against close analytic, systematic 
work. Hazy, fringe-like, dim perspective in 
a student will no more avail than the "crass 
artificiality " the author talks about. 

4. It may be helpful to the beginning student to 

think this way : 

a. Knowing always moves through three 

steps. 

(1) The sensation, image, or presenta- 

tion step. 

(2) The interpretation step. 

(3) The effect or retention step. 

b. This middle step is apperception. 

c. Apperception is always this middle step, 

whether the act be one of perception, 
memory, imagination, conception, judg- 
ment or reason. 

d. Apperception, taking place in these diffier- 

ent stages of knowing, and under the 
different conditions that attend them, 



70 



may be thought of as falling into differ- 
ent stages itself, according as the activ- 
ity is mechanical, consciously purposive, 
or between these. 

5. Watch your own activitity in studying or in 

perceiving something. See if you get the 
whole thing before you first; then, if you 
analyze it carefully in the light of what you 
are ; then, if you give it an orderly place as 
possible in your mind. Do not be afraid to 
try this. Psychology is the study of con- 
sciousnesses for the purpose of analyzing 
them. 

6. The beat discussion of the subject will be found 

in Dewey's Psychology, pp. 85-153. The 
student will be interested in Eooper's A 
Pot of Green Feathers, and in Lange's 
Apperception. 

III. The Chaptek on "Apperception." (pp. 155-168.) 
The essential points in the discussion : 

1. The gist of the matter is this: Every impression 

that comes in from without, be it a sentence 
which we hear, an object or vision, or an efflu- 
vium which assails our nose, no sooner enters 
our consciousness than it is drafted off in some 
determinate direction or other, making con- 
nection with the other materials already there, 
and finally producing what we call our reac- 
tion. P. 157. 

2. The general law in apperceptive operations is 

that of economy. For illustrations see pp. 
159-164. 

3. In this gradual process of interaction between 

the new and the old, not only is the new modi- 
fied and determined by the particular sort of 
old which apperceives it, but the apperceiving 
mass, the old itself, is modified by the par- 
ticular kind of new which it assimilates. P. 
165. 



71 



4. Our conceptions are all we have to work with. 

P. 165. Illustrations, pp. 166-168. 
Suggestions: 

1. Apperception, the author says, is only one of the 

innumerable results of the process of associa- 
tion of ideas. Apperception is the very pro- 
cess itself. 

2. The student must not let the author's remarks 

about fogyism alarm or disturb him. The 
way to avoid fogyism and its accompanying 
atrophies is to be a close systematic student 
always. 

IV. The Chapter ON " The Will." (pp. 169-196.) 
The essential points in the discussion : 

1. Acts of will are such acts only as can not be 

inattentively performed. A distinct idea of 
what they are, and a deliberate fiat on the 
mind's part, must precede their execution. 
See p. 169. 

2. The fact is that there is no sort of consciousness 

whatever, be it sensation, feeling, or idea, 
which does not directly and of itself tend to 
discharge into some motor effect. See p. 170. 

3. A belief as fundamental as any in modern psy- 

chology is the belief at last attained that con- 
scious processes of any sort, conscious processes 
merely as such, must pass oyer into motion 
open or concealed. See pp. 170-171. 

a. The mind possessed by only a single idea 

is the simplest case of this tendency. 
See illustrations, p. 171. 

b. The more complex case involving inhibi- 

tion. See examples, pp. 173, 174, 176. 
(1) The value of inhibition. Seep. 176. 

4. The fatalistic conception discussed and humored : 

Voluntary action, then, is at all times a re- 
sultant of the compounding of our impulsions 
with our inhibitions. 



72 



a. Two types of will follow : 

(1) The precipitate. See p. 178. 

(2) The obstructed. See pp. 179-180. 

5. The "balky will." See pp. 180-183. 

6. In the matter of the education of the will the 

teacher's task is to build up a character in his 
pupils ; character consists in an organized set 
of habits of reaction. Such habits of reaction 
consist of tendencies to act characteristically 
when certain ideas possess us, and to refrain 
characteristically when possessed by other 
ideas. 

a. What our volitional habits depend upon. 

See p. 184. 

b. The problem as easy and difficult. See 

pp. 185-186. 

c. To think, the secret of will. See p. 187. 

d. The three-fold process by which the 

pupils are to be saved. See p. 188. 

e. Voluntary attending is the point of the 

whole procedure. See pp. 189 and 102. 

7. The author's comparison of his views with those 

of the fatalist and materialist. See pp. 190- 
192. 

8. The two type^of inhibition. 

a. By repression. 

b. By substitution. 
Suggestions : 

1. The student will find this a valuable chapter. 

He may raise some questions in regard to its 
organization, but, let him give the thought 
his best effort. 

2. Could the instance of the ''balky will" be dis- 

posed of under the discussion of inhibition 
by substitution? 

3. The student should get the idea that self, and 

will, and character are one; that self, will, 
character is the sum-total of all one's ex- 
periences up to date. 



73 

4. The student should see once for all that if any 

vice or habit is to be changed or destroyed, it 
can only be eliminated by substituting the 
virtue which is its antithesis in its stead. 

5. See discussion of will in Dewey's Psychology. 
At this point the institute should consider the introduc- 
tion to this series of outlines found on pages 7 and 8. ^ It 
should be made the basis of a general discussion and review. 

2. TALKS ON THE STUDY OF LITEEATUEE. 

VII. The Study of Chapters XVI, XVII and XVIII. 
1. Chapter XVI. Poetry. 

Note.— The timidity expressed by the 
author in the opening of this chapter as to 
discussing the subject of poetry is that felt 
by every person who really feels the signifi- 
cance of poetry. The best explanation of 
this fact seems to be the fact that poetry is 
emotional, grows out of and returns to the 
emotions, and any discussion or criticism 
must be intellectual rather than emotional, 
hence the criticism fails to touch the point 
at issue. One faculty of mind can neither 
appreciate nor express the content or product 
of another faculty. 

a. The love of rhythm the basis of poetic 

form. 

b. The folk-song the first gratification of 

this instinct. 

c. It would be well to read the ballads 

mentioned, with as many others of 
similar character as possible. They 
are to be found in Percy's Eeliques of 
Ancient Poetry or in AUingham'e 
Ballad Book or Gummere's Old Eng- 
lish Ballads. 

d. How can poetry be used in the schooh 

for cultural purposes ? What clasB oJ 
poetry ahould be selected ? 



74 



e. In what sense is poetry " practical, and 

in fact the most practical of all our 
studies"? 

f. How can the feeling among large boys, 

that interest in poetry is effeminate, be 
overcome ? 
1. Chapter XVII. The Texture of Poetry. 

a. Definition : " Poetry is the embodiment 

in metrical, imaginative language of 
passionate emotion.''^ 

b. Note the two points of form ; metrical^ 

imaginative, and the two points of con- 
tent ; passionate, emotion. 

c. Select some poetry of acknowledged 

worth and test it by these standards. 

d. Note carefully the distinction of the 

author between rhythmical and sys- 
tematically rhythmical language. It is 
the distinction between fine prose and 
verse. 

e. Under imaginative language note care- 

fully the difference between connote and 
denote. The power to connote is the 
poetic and figurative power of lan- 
guage. 

f. What the effect if the expression be fine 

and noble and the sentiment trivial or 
coarse ? 

g. Poetry does not have two sides — emotion 

and expression, the two become one in 
order to be poetry, and are inseparable, 
h. Ideas, suggestion and melody necessary. 
" The thought, the hint, and the music 
are united in one unique and indi- 
vidual whole." 
1. Chapter XVIII. Poetry and Life. 

a. Explain what Emerson meant when he 

said, " poetry is the only verity." 

b. The use of poetry : 

(1) To nourish the imagination. 



75 

(2) To give knowledge of unrecog- 

nized experiences or unreJilized 
capacities for feeling. 

(3) It nourishes and preserves the 

optimism of the race. 

(4) It is the original utterance of the 

ideas of the world. 

(5) Poetry is the instructor in beauty. 

(6) Poetry is the creator and pre- 

server of ideals. 

(7) For poetry's sake. 

c. Show the possibility of each of these 

from your own reading of poetry. 

d. Only poetry can express its own worth, 

critical words can not touch the real 
subject. 

3. SCHOOL HYGIENE. 

The Diseases op Schooi. Children. 

1. What are they ? 

2. How contracted. 

3. How prevented. 

4. The eye. Its treatment. 

5. Why are contagious diseases more prevalent 

among school children in the winter? 

6. Vaccination. What is it? Effects? 

4. HISTORY. 

History of Political Parties. 

1. The necessity of parties. 

2. Each party stands for a great principle. « 

3. The Earliest Political Parties. 

a. Whigs and Tories. 

b. The Federal Party, to 1816. 

(1) Centralization. 

(2) Distrust of the people. 

(3) History. See previous chapters. 



76 



4. The Democratic Party. 

a. Origin of the name. 

b. Strict construction. 

c. Faith in the people. 

d. History to 1834; to 1854; recovery since 

the Civil War. 

5. The Whig Party, 1834-1854. 

a. The name. 

b. Unfortunate in Presidents. 
0. Unfortunate in issues. 



6. 



(1) 


National Bank. 


(2) 


Surplus. 


(3) 


Independent Treasury. 


(4) 


Compromise of 1850. 


(5) 


Defeat of Scott in 1852. 




See previous chapters. 


be Kepubl 


lean Party, 1854. 


a. Composition. 


(1) 


Whigs. 


(2) 


Americans. 


(3) 


Anti-Nebraska Democrats. 


b. Issue. 




(1) 


Opposition to encroachment 



of 
slavery. 

c. Early history. 

(1) Origin. 

(2) Election of 1856. 

d. Tendency toward paternalism. 

e. Increased trust in the people. 

II. Relation of the States to the Nation. 

1. Our twofold allegiance. 

2. Union of the States without a precedent. 

3. The simile of Mr. Bryce. 

4. Origin of the States and of the Union. 

a. Are the States older than the Union ? 

(1) Individuality as colonies. 

b. Weakness of the Articles of Confederation. 
6. The three kinds of government. 

a. The Consolidated — an organism. 



77 

b. Federal Government— a union of organisms. 

c. Confederate Government — temporary 

union. 

6. The Union a compromise between a consolidated 

and a confederated government. 

a. National and State laws. 

b. National and State authority. 

(1) National authority delegated by 

the Constitution. 

(2) State authority plenary, except what 

has been delegated. 

7. Advantages of the Federal System. 

a. Distribution and balance of power. 

(1) Induces better local laws. 

(2) Simplifies the work of Congress, 

President, and Federal Courts. 

8. States' Rights. 

a. A safeguard against absolute monarchy. 

b. Not to be confused with State Sovereignty. 



\ 



APPENDICES 



APPENDIX I. 
J900 I90I 

The Indiana 



Young People's Reading Circle 

GEO. F. BASS. Distributing Agent^ 
State Housej Indianapolis^ Ind. 



LIST OF BOOKS FOR 1900-1901 AND A COMPLETE CATALOGUE OF ALL 

BOOKS USED IN THE CIRCLE SINCE ITS 

ORGANIZATION IN 1887. 

I YOUNG PEOPLE'S BOOKS FURNISHED BY THE DISTRIBUTING AGENT, 

TRANSPORTATION PREPAID, ON RECEIPT 
I OF THE PRICE. 



(^^ t^^ ^* 

Indiana Teachers' Reading Circle 

FOR J900-J90J 



AND A COMPLETE LIST OF BOOKS USED IN THE CIRCLE SINCE ITS 
ORGANIZATION IN 1883. 



TEACHERS' BOOKS FURNISHED BY THE COUNTY SUPERINTENDENT 
OF YOUR COUNTY. 



All correspondence relating to prioe, shipment, etc., of the Young Peo 
ple'B books, should be addressed to the Distributing Agent. 



(6) -81- 



TEACHERS' AND YOUNG PEOPLE'S READING 
CIRCLES OF INDIANA. 



[Organized by the State Teacher. 

1883 and 1887, Respectively.'] 



:ffioarD of H)trector6. 

EMMA MONT. McRAE, LaFayette. 
DAVID K. GOSS, Indianapolis. 
F. L. JONES, Indianapolis. 

FRANCES BENEDICT, Marion. 

W. H. SENOUR, Brookville. 

HOWARD SANDISON, Terre Haute. 
C. M. McDANIEL, MadiSON. 



©fficers of tbe JSoarC). 

EMMA MONT. McRAE, LaFayette, - - - - President. 
F, A. COTTON, Room 27 State House, Indianapolis, Secretary. 



TEACHERS' READING CIRCLE. 



COURSES OF STUDY FROM THE BEGINNING. 

884-85— Brooks' Mental Science; Barnes' General History ; 

Parker's Talks on Teaching. 
885-86— Brooks' Mental Science ; Smith's English Litera- 
ture ; Hewitt's Pedagogy. 
8g6_87_Hailman's Lectures on Education ; Green's His- 
tory of the English People; Watts on the 
Mind. 
887-88— Lights of Two Centuries; Sully's Handbook of 

Psychology. 
888-89— Compayre's History of Education; The Marble 

Faun ; Heroes and Hero Worship. 
889-90— Compayre's Lecture on Teaching; Steele's Pop- 
ular Zoology. 
,890-91— Wood's How to Study Plants; Boone's Educa- 
tion in the United States ; with review of pre- 
vious psychological studies. 
891-92— Page's Theory and Practice of Teaching; Haw- 
thorne's Studies in American Literature. 
.892-93 — Fiske's Civil Government in the United States ; 

Holmes' Autocrat of the Breakfast Table. 
893-94— DeGarmo's Essentials of Method; Orations of 

Burke and Webster. 
894-95— Tompkins' Philosophy of Teaching; Select Let- 
ters and Essays of Ruskin. 
i 895-96— McMurry's General Method; Studies in Shake- 
speare. 
896-97— Guizot's History of Civilization ; Tompkins' Lit- 
erary Interpretations. 
897-98— Plato, the Teacher ; Teaching the Language Arts. 
898-99— Social Elements ; Plato's Republic. 
.899-1900— Clark's How to Teach Reading, 75 cts.; Scott's 

Organic Education, 90 cts. 
900-1901— James' Talk to Teachers on Life's Ideals, 
80 cts.; Bates' The Study of Literature, 65 cts. 
-83- 



STATEMENT, 



The Teachers' Keading Circle Course, when considered 
in connection with the Township Institute, is the most im- 
portant and most uplifting influence in the education of 
the Indiana teacher. There are more than twelve thousand 
teachers who read, annually, the two books adopted for the 
course and thereby add substantially to their culture and 
professional training. No other State in America has a 
circle so large. 

The books for 1900-1901 constitute the best course the 
circle has offered. The books are both cultural and pro- 
fessional, each reaching out into the fields of learning, yet 
stopping occasionally to consider the subject-matter in its 
relation to the teacher and the school. 

The work on "Life's Ideals" was written by Prof. William 
James, of Harvard, probably the most widely known psy- 
chologist on this continent. While the work deals most 
largely with the problems and solutions of human life, it is 
also full of practical suggestions and lessons in psychology 
and school teaching. 

"The Study of Literature" was written by Arlo Bates. 
Mr. W. E. Henry, our competent State Librarian, says the | 
following about the book : ' 

"I believe 'Talks on the Study of Literature' to be the '• 
best book on literature that has ever been placed in the i 
Teachers' Beading Circle of Indiana. 

"1. Because it sets forth more clearly the essential dis- 
tinction between literature and mere writing than any other 
book that has been generally read by the teachers. 

"2. Because it treats more distinctly each of the diflerent 
forms of literary composition. 

"3. Because it treats literature from the standpoint of 
art for life's sake. 

"4. Because the author has pointed out excellent and 
familiar examples of each phase of the subject treated. 

"5. Because this book will tend to correct many of the 
erroneous views of literature that have long prevailed among 
our teachers." 

-84- 



YOUNG PEOPLE'S CIRCLE. 



[ 

5 

j While the Teachers' Eeading Circle is doing a work of 
^3uch great value to the schools of the State, it is believed, 
'however, that the Young People's Circle is doing even more. 
^This Circle was organized and is being carried on with the 
Jthought that it is well to begin early in the life of the child 
jto lead him to discover the real treasures in books and to 
gform a taste for the best reading. Nothing but the best 
jbooks are selected from year to year, many of them having 
jia direct bearing on the course of study and greatly enriching 
,the different subjects. The books put new life and meaning 
3 into the school work of the children, and they are rapidly 
^forming the foundations of libraries in all the country and 
i tillage schools. Through these libraries not only the school 
children, but all of the citizens will become interested in 
jood books, and the influence will be of inestimable value. 
It is very gratifying to note the growth of interest in this 
Circle from year to year, as shown by the great numbers of 
3hildren, patrons, teachers and school officials identifying 
ihemselves with the work. These facts spur the Board on 
.o greater eflForts, and as a result much better books are 
offered to the children from year to year. The Board hopes 
i,hat at least one set will be placed in each school this year. 
Certificates of membership will he given to members of 
-.he Circle for the reading of one or more of the books. 
When the certificate shows that the holder has been a mem- 
ber for four years, he will receive a diploma by presenting 
he certificate to the County Superintendent. 

To be counted a member of the Circle a pupil must read 
me or more books on the list for the current year. [See 
ist on page 86 and following of this Catalogue.] 

The following is the characterization of the books for the 
irear 19G0-1901 : 

-85- 



86 



FOR SECOND YEAR PUPILS. 



(1) Child Life. -Etta and Mary Blaisdell. Illustrated 

Pp. 127. 

'* Child Life" is a book of the children for the children. 
It represents the child, his life, and his environment. He 
is seen in his relation to the home, to the school, and to 
nature, each lesson being based upon a child's interests. 
The book is finely illustrated with colored pictures, and as 
a whole presents one of the models of modern book-making. 

(2) Terse and Prose for Beginners.— Selected from Eng- 

lish and American Literature. -Pp. 98. 
The contents have been gleaned from various sources, and 
constitute a long list of selections in poetry and prose, 
arranged in a general way from the easy to the more diflS- 
cult. The book is not a text-book either in subject-matter 
or arrangement, but is a book of standard literature 
arranged on the level of the child's ability. The rhythm, 
the jingle, and the ring of the poetry, full of interest to 
the children, trains the child unconsciously into the 
rhythmical and poetical spirit and expression. 

(3) Tales for Little Readers.— Sarah J. Burke. Pp. 133. 
This work constitutes a paraphrase of the tales which 

have been the delight of children for ages. The author 
claims that the chief merit of the book lies first in the facti 
that the subject-matter has been tried and found delightful 
through the centuries, and second, that it is suited to bej 
read by children rather than to them. The book presents 
no difficulties of reading greater than those presented in 
the average second reader. 

FOR THIRD YEAR PUPILS. 

(1) Crusoe's Island.— Frederick A. Ober. Finely illus- 
trated. Pp.278. 
In this book the author gives a description of the veri- 
table island in which Robinson Crusoe lived his lonely life, 
the scene of his wreck, his cave, his bower, his man Friday, 



87 



the birds and trees he saw, or ought to have seen, together 
with a narrative of the author's own experiences in the 
wilds of Tobago. It is in no sense a repetition of the story 
of Robinson Crusoe, but is rather a book aglow with stir- 
ring incidents of the writer's mode of life and action in 
his voluntary exile. It is a fine contribution to ornithology. 

[2) The First Book of Birds.— Olive Thorne Miller. 
Illustrated. Pp. 147. 

It is necessary, only, to see the name of the author to 
snow that this book is a good one, it being well known that 
jbe is the foremost writer on the subject of birds. The book 
i8 intended to interest young people in the ways and habits 
3f birds. There are twenty very excellent colored plates 
in the book. 

;3) Through the Year (Book I).— Anna M. Clyde and 
Lillian Wallace. Illustrated. Pp. 107. 

The book begins with September, and the selections, fol- 
lowing the months of the year, are stories and poems upon 
reasonable topics. The brief life-histories of the butterfly, 
:he moth and the bee are told in a way to charm the child's 
ancy. The story of the Puritans' first Thanksgiving is re- 
ated in connection with Autumn and harvest-time. 

The joys of Winter are described, and the phenomena of 
mow, frost and rain explained. Christmas is represented 
|)y one of Hans Christian Andersen's stories. 

1 

FOURTH AND FIFTH YEARS. 

1) Loho, Rag and Vixen.— Ernest Seton Thompson. 

Illustrated. Pp. . 

In depicting animal life and animal character, Mr. 
Thompson has probably no peer in this country. His 
tories surpass in interest even the " Jungle Tales " of Kip- 
ing or "Uncle Remus." The stories are true, therefore 
valuable. The author has applied to his stories of animals 
he same principle a skillful writer applies to a story of a 
nan. The book may be read with equal delight by both 
idult and child. Not a school child in Indiana shosld 
'«il to read these stories. 



(2) Around the World (Book II).— Stella W. and Clar 

ence F. Carroll. Finely illustrated. Pp. 232. 
This volume is arranged upon substantially the sameplad 
as that followed in Vol. I, which was read with great inter- 
est by the Circle last year. Both the text and illustra- 
tions aim to impress vividly some useful information, but 
not by wordy and tiresome description. Alaska, Mexico 
Norway, Sweden, Cuba, Porto Rico, Philippines and Hawai^ 
are treated in the work. 

(3) American Indians. Frederick Starr. Illustrated 

Pp. 227. 

" The name of the author is a sufficient guarantee as tc 
the accuracy and value of the little book whose title h 
noted above. We have long needed a well-written and tru^ 
account of the much misused and misunderstood American 
Indians, and more especially an account that would appeaJI 
to the young, and give them different impressions from those; 
gathered from nursery tales, school primers or Cooper'tj 
stories. The book is attractive in general appearance, in 
typography, and illustration, and is well divided into 
thirty -three short chapters, each devoted to a pertinent 
topic. It deals with all the aspects of Indian life, as is 
shown by the following selected chapter headings : Houses, 
Dress, the Baby and Child, War, Hunting and Fishing,! 
Picture Writing, Money, Medicine Men and Secret Societiesj 
Dances and Ceremonials, the Algonquins, the Six Nationsj 
the Creeks, the Cherokees, the Pueblos, Totem Posts, thej 
Aztecs, etc." 

(4) The Land of the Long Night.— Paul Du Chaillu. II 

lustrated. Pp. 266. 
This eminent author-traveler leads us with great interest! 
into the land of the North where, during a part of the year 
the sun is not seen for as many as sixty-seven days, and 
where traveling over the trackless region of snow is made 
possible only by the use of the reindeer and sled. The 
author depicts both the woe and the fun incident to northern 
life. 



89 



SIXTH AND SEVENTH GRADES. 

1) Young" People's History of Indiana.— Julia S. Conk- 

lin. Illustrated. Pp.382. 
We have here an Indiana book by an Indiana author, 
md published by an Indiana publisher, and should have, 
herefore, the patronage and sympathy of the Indiana pub- 
ic. It is a story, delightfully and simply told, of the won- 
lerful, yes almost magical, transformation of the territory 
>f Indiana into the great State with its great institutions. 
;n both subject-matter and treatment it is unique, there 
)eing nothing like it in other publications which treat of 
"ndiana. Don't fail to read this book. 

2) Two Young Patriots.— E. T. Tomlinson. Illustrated. 

Pp. 366. 
This is the fourth and last book of the " War of the 
SJevolution Series," which series has been read with so 
nuch interest and enthusiasm by the Circle during the last 
,hree years. It is a story of that crucial campaign in the 
American struggle for independence known as Burgoyne's 
Invasion. 

3) A Rey^lutionary Maid.— Amy E. Blanchard. Illus- 

trated. Pp. 321. 
The stirring times in and around New York following 
he pulling down of the statue of George the Third by the 
'amous " Liberty Boys " brings to the surface the patriotism 
Df the young heroine of this story. This act of the New 
York patriots obliged Kitty De Witt to decide whether she 
sv^ould be a Tory or a Kevolutionary maid, and a patriot 
§ood and true she became. Her many and various ex- 
periences are interestingly told, making this a happy com- 
panion book to "A Girl of 76." 

'4) Life in Asia.— Mary C. Smith. Illustrated. Pp. 328. 
This book is another very interesting volume of the 
'World and Its People" series. The teacher and pupil 
will get much helpful knowledge of Asia from it which can 
aot be secured from the school geography. The book is in- 
terestingly written and finely illustrated. 



90 



EIGHTH AND ADVANCED GRADES. 

(1) Sidelights on American History.— Henry W. Elson 

Pp. 398. 

This work covers a field not hitherto covered. It has 
been written for the general reader as well as for use in th( 
upper grammar grades and high school. Its scholarlj 
treatment of the larger affairs of the first seventy years o 
our national history makes it also especially adapted to 
educate the common school teacher of history. It treats ol 
the dramatic, exciting and strategic points, or the pivots on 
which the ponderous machinery of our history has turned. 

(2) The Treasure Ship.— Hezekiah Butterworth. Illus- 

trated. Pp. 251. 

" In his vivid story of ' The Treasure Ship ' Mr. Butter- 
worth pictures the dramatic events in the career of the poor 
boy who recovered the treasure from the Spanish ship sunk 
in the Bahamas and was knighted by the king. The author 
sketches striking incidents of his subsequent career as a sol- 
dier, as a firm opponent of the witchcraft delusion, and as 
Governor of Massachusetts. Together with the tale of 
Phipps and the vivid sketches of seventeenth-century life in 
Boston, the author has interwoven strange incidents of the 
hidden existence of the regicides Goflfe and Whalley in 
Massachusetts, and also episodes of Andres's dominion and 
the inter charter period. The story of Phipps and the sev- 
enteenth-century movement for justice and freedom in Mas- 
sachusetts and Connecticut are among the most thrilling 
pages of our colonial history, and they teach lessons which 
every American youth should learn." 

(3) Heroes of the Middle West.— Mary Hartwell Cather- 

wood. Illustrated. Pp. 141. 
This story covers the French discovery and occupation of 
the Middle West from Marquette and Joliet to the pulling 
down of the French flag on Fort Chartres. It lays stress 
upon the heroes of this occupation and places before the 
mind an interesting account of the early incidents of the 
Mississippi Valley. 



LIST OF BOOKS FOR t9Q0-t90t. 



READ THE FOLLOWING CAREFULLY. 

1. Books will be sent, transportation prepaid, on receipt 
of following prices. 

2. We are not responsible for books sent by mail. The 
mailing" price is given in the first column below. The 
mailing price should be sent for orders amounting to less 
than ^1.50 and for all small orders to be sent where there 
is no express office. 

3. If you have no express office in your town, please 
name the express office to which you prefer to have your 
books sent. 

4. Send draft, money order, or money in registered 
letter. The purchaser must pay the cost of remittance. 
Do not send personal check. 

5. These prices not good after July 1, 1901. 



92 



(SI 


LIST OF BOOKS FOR 1900-1901. 


g 


By Exp. 

or 
Freight. 



SECOND GRADE. 

Child Life (Second Book)— BlaisdelL. 
Verse and Prose for Beginners — Selec- 
ted 

Tales for Little Readers — Burke '... 



THIRD GRADE. 



Crusoe's Island — Ober 

The First Book of Birds— Miller 

Through the Year (Book I)— Clyde 
and Wallace 



$0 36 

24 
29 



58 
68 

36 



FOURTH AND FIFTH GRADES. 



Lobo, Eag and Vixen — Thompson 

Around the World (Book II)— Carroll. 

American Indians — Starr 

The Land of the Long Night— Chaillu. 

SIXTH AND SEVENTH GRADES. 



Young People's History of Indiana- 

Conklin 

Two Young Patriots — Tomlinson 

A Revolutionary Maid — Blanchard... 
Life in Asia — Smith.. 



EIGHTH AND ADVANCED GRADES. 

Side Lights on American History — El- 
son 

The Treasure Ship — Butterworth. 

Heroes of the Middle West — Cather- 
wood 



Total. 



56 
49 
45 
97 



85 
98 
98 
59 



60 
1 00 

46 



APPENDIX IL 



INDIANA 



Arbor and Bird Day 
Program 



October 26, 1900 



Issued by the 

STATE DEPARTMENT OF PUBLIC INSTRUCTION 

FRANK L. JONES, Superintendent. 



INDIANAPOLIS : 

WM. B. BUBFORD, CONTRACTOR FOR STATE PRINTING. 
1900. 



Note.— Inasmuch as the Arbor and Bird Day program was 
not very generally used last year, many of the selections and sug- 
gestions are reproduced in the following program: 



ARBOR AND BIRD DAY PROGRAM 



ARBOR DAY. 

(From last year's program.) 



To the Pupils in the Public Schools of Indiana: 

The observance of Arbor Day in the schools of the 
country is partly the result of a conviction that in the 
education of children something more than a knowl- 
edge of the text-books is necessary. Nature is a 
wonderful worker, and no one can watch her and 
learn of her ways without realizing that she has 
much to teach that can not be found in books. The 
time was when it was thought that all education 
came through the study of books, but now it is al- 
most universally recognized that one may know a 
I great deal of books and yet have missed some of 
'the best things in education. Too many people go 
j through the monotony of their daily occupations 
I without seeing the beauty that not only brings 
I cheer but gives wisdom. Such persons do not know 
I how to aid nature in keeping the world beauti- 
,fuk but often retard her by doing injury to trees, 
plants and shrubs. They are unconscious of the 
power that lies in a lovely flower, a stately tree, or 
'.B. graceful vine, to influence life and mold character. 

Arbor Day has come ^gain to remind us that we 
can do much to make the scenes about us more at- 
j tractive. If we all make an effort to place trees, 
Uhrubs and plants into the school grounds, it will be 

-95- 



96 



only a few years until some of the yards which are 
now desolate will be transformed into places which 
all will admire. When we have done our part, and 
the branches of the tre^s begin to spread themselves, 
even a very little, the birds will come, and when they 
are sure that they can stay with safety, nests will 
be built. In at least one school yard in the United 
States squirrels play on the same ground with the 
children with no fear of harm. It is hoped that you 
will take an interest in the planting of trees, and that 
you will then try to encourage the birds to build 
their nests near the school house. This leads us to 
the discussion of the 

BIRD DAY 

feature of the program. 

Year by year it has been observed that our native 
birds are growing fewer. The well-known birds 
about our homes, our farms and our school houses 
are disappearing. We miss their movements and 
their songs. They live largely upon insects and, as 
the birds become less numerous, the insects increase 
and prey to a greater extent upon grains, plants and 
fruits. Birds are the greatest friends of the farmer 
and fruit grower. They are a source of pleasure and| 
give an added interest in life tc all who in any de-| 
gree look upon the things about them. 

THE AUDUBON SOCIETY. 

For the purpose of protecting our native birds, there 
has been organized a society called the Audubon So- 
ciety. It is named in honor of John J. Audilbon, the; 
first great student of American birds. Organizations! 
have been effected in many States. Both old and[ 
young are taking part in this desirable work. In In- 
diana a State Society has been formed; local societiesi 
are being organized, and there is provision for youngi 



I 



97 



eople either to organize junior societies or to be- 
ome members of the State Society. Young folks can 
jo much both in school and out to discourage cruelty 
'nd the vs^anton destruction of birds and tneir nests 
nd eggs. They readily talve to nature study, and 
irds form one of its most attractive subjects. Their 
oming and going, changes of plumage, mating, nest- 
'ig and feeding habits and attractive songs make 
liem fascinating to those v^'ho by a little encourage- 
lent are so directed that they come to know them. 
There have been found in Indiana about 320 differ- 
'iit kinds of birds. Some of them have disappeared. 
!>f others but few are left as a reminder of their 
ijrmer numbers. All kinds are decreasing in num- 
ers. The causes of this may be easily learned, and 
i^ch can do something to protect the birds we have 
jnd to prevent the destruction of their homes and 
sieir eggs. 

? In many schools, as the pupils come to know the 

^irds about them, they have become ardent cham 

lions of the little songsters.- The cruel l)oy who 

rould pelt them with stones or rob their nests has 

ien compelled to desist. At no place, perhaps, have 

le birds more ardent friends or are their nests more 

irefnlly guarded than at the Reform School for Boys 

: riaintield. There are over 000 boys sent there to 

^ made better who have made friends with the birds 

id insist they shall be thoroughly protected. 

The effects of the work of this great Audubon So- 

ety may be seen in the lessening of the numbers of 

rds and feathers that are worn upon women's hats. 

^0 obtain these articles of decoration it is necessary 

I kill great numbers of birds. Many of these were 

lied and their young left to starve. Birds have been 

aughtered in our own State for this purpose. As 

omen are coming to understand that the wearing 

•. birds and feathers means the inhuman slaughter 

' innocent lives, their feelings are turned against 

^ich decorations; they are using instead the feathers 

(7) 



98 



of domestic fowls and of ostriches, thus avoiding 
such cruelty. The efforts of young people will do I 
much to stop the killing of beneficial birds and toj 
prevent that fashion's reappearing. 

Many teachers are interesting their pupils in birds. 
They soon learn to distinguish a number of the com- 
mon kinds about them; to describe their appearance, 
to tell of their haunts, to know their songs, their 
foods, their bird companions and many other things 
that are not told in books; they are led to acquire 
original knowledge; they are discoverers in what is 
to them and to most persons around them an un- 
Ivuown field; they learn to use their ej'^es and ears, to 
remember what they have learned, and should be 
encouraged to tell it properly. 

It is desired that teachers and pupils co-operate in 
this commendable work of bird protection. In ail 
such efforts good is being done, not only for the pres- 
ent, but for the future. 

That the Arbor and Bird Day program may greatly 
add to your love of trees and birds is the sincere wish 
of your friend, 

FRANK L. .TONES, 
State Superintendent of Public Instruction. 



-31^. J 



ARBOR AND BIRD DAY. 



GOYERNOR'S PROCLAMATION. 



Governor Mount issued the following proclamation, 
setting aside Friday. October 26, as Arbor and Bird 
Day in Indiana : 

(From last year's program.) 
"To the Sturdy pioneers of Indiana, especially, the 
rapid disappearance of our native forests is painfully 
apparent; indeed, there now remains but an infini- 
tesimal fraction of the vast expanse of thickly 
wooded hills, valleys and plateaus— God's first tem- 
ples—that originally adorned this favored land of 
ours. The majestic oak, the stately walnut, the 
richly crowned elm and other varieties of native 
trees have succumbed to the woodman's ax, and with 
them has gone the embracing vine that added so 
much to the picturesque beauty of the primitive for- 
ests. Much of this destruction was necessary to the 
accomplishment of an ideal civilization; much of It 
iwas wanton. While lamenting these conditions, our 
I people should not hesitate or delay in supplying a 
! remedy— a substitute— to whatever extent that is 
'practicable and possible. This may be accomplished, 
lin some measure, by the general observance of at 
; least one day of each year set apart for tne planting 
(bf trees, shrubs and vines. 

I "It is meet and proper that the initiative should be 
Icaken by the pupils in our universities, colleges and 
I common schools. It will constitute an important step 
'in good citizenship— an object lesson in the respon- 
j nihilities that must come with maturer life. No mon- 
ament is more imposing than a stately tree, and he 

LofC. _99_ 



100 



who plants it may watch its development as a thing 
of life with which is associated a volume of precious 
memories. 

"Therefore, conformably with a praiseworthy cus- 
tom, I hereby designate Friday, October 26, 1900, as 
Arbor and Bird Day, and hereby invoke the earnest 
co-operation of all citizens, especially those who are 
identified with the educational institutions of the 
State, for the dedication of the day aforesaid to the 
planting of trees, shrubs and vines, and for taking 
such action as may be deemed most practicable for 
the protection and fostering of our native birds." 

Done at the Capitol, in the citj^ of Indianapolis, this 
twentieth day of September, A. D., one thousand 
nine hundred; of the Independence of the United 
States, the 124th, and of the State, the 84th. 

By the Governor: JAMES A. MOUNT. 

UNION B. HUNT, 

Secretary of State. 



101 



SUGGESTIVE PROGRAM. 



1. Song. 

2. Address by teacher or patron. 

3. Reading of the Governor's Proclamation. 

4. Song. 

5. Reading of Snperintendent's letter. 
0. Recitation or reading, 

7. Recitation or reading. 

S. Recitation or reading. 

9. Song. 

10. Recitation or reading. 

11. Recitation or reading. 

12. Recitation or reading. 

13. Reading— "The Pledge." Secure signatures. 

14. Planting of trees and shrubs. 

,15. Song. 

I 

I Note.— It is suggested that in the opening address 

attention be called to the object of Arbor and Bird 

(Day. 

j The recitations should be equally divided betAveen 

I subjects bearing on Trees and Birds. A few poems 

)and selections follow which are suggestive only. 



102 



THE HISTORY OF ARBOR DAY. 



The first suggestion respecting the annual planting 
of trees by children is attributed to Hon. B. G. 
Northrop, secretary of the Connecticut Board of Edu- 
cation, who made the suggestion in his report in 1865. 
In 1876 he offered prizes to the children of Connecti- 
cut to stimulate Centennial tree planting. 

The setting apart of an annual day for that pur- 
pose by the State authority originated with Hon. J. 
Sterling Morton, Secretary of Agriculture, who in- 
duced the then Governor of Nebraska to issue a 1 
proclamation appointing a day for the planting of 
trees throughout the State. In 1872 the day was 
made a legal holiday, in which provision was made 
for awarding premiums to those who set out the larg- 
est number of trees. It is calculated that more than 
800,000,000 Arbor Day trees are now in a thriving 
condition in Nebraska alone. Minnesota's first Arbor 
Day was observed in 1876, when a million and a half 
trees Avere planted. Kansas followed Nebraska's ex- 
ample in 1878. Next comes Iowa and Illinois. Michi- 
gan passed an Arbor Day law in 1881 and uhio in 
1882. Since then Arbor Day has been recognized and 
encouraged by the civil authorities of more than 
forty of the States. The first Arbor Day in Indiana 
was held in April, 1884; but the daj'' was not gen- 
erally observed until October 30, 1896, since which 
time it has been held annually on the last Friday in 
October.— Selected. 



103 



DIRECTIONS FOR PROTECTING TREES. 

TO MAKE A TREE BOX. 

Take two pieces luDiber, 1 inch thick, 6 to 8. inches 
wide, (J feet long; across the edge nail three or four 
strips 1x4 inches, 8 inches length. 




104 



Prepare two hardwood slakes, 3 feet long; drivel 
them at an angle into the ground at base of box, andi 
nail them securely to the box to anchor it firmly. 



'itf'->'^ 




If these are not convenient, four stakes, 8 feet long-, 
may be driven about the tree; nail strips across the 
top to hold the stakes in position, then wrap with 
barbed wire, as in cut. 



105 

SOME GOOD TREES FOR SCHOOL GROUNDS. 



By J. P. Brown-, Connersville. 



Were I to counsel as a landscape gardener, how to 
arrange and plant a tract of considerable magnitude, 
my advice Avould be very different from what I shall 
here suggest for the limited area of a school lot. 

The forbidding appearance of many school grounds 
has much to do with making children careless of their 
surroundings, and this habit does not cease with 
childhood or school days. 

The love of tlowers, admiration of trees and interest 
in forests should be inculcated not by a spasmodic ef- 
fort on Arbor Day, with a sentimental effusion, mean- 
ingless and soon forgot, but by frequent reference to 
trees, with lessons as to their value and character. 

Certainly Arbor Day should be observed and plenty 
of trees planted; yet upon every day they should be 
protected and their habits studied. 

Ample play grounds are indispensable, an». grounds 
should be designed with a special view to shade and 
recreation. Trees should be planted in straight lines 
thirty feet apart, and a. protection with stakes or 
boxes should l)e provided. Children, during excited 
play, are liable to injure, maybe destroy them; the 
hot sun will blister the exposed trunks and borers 
secure a lodgment, unless some protection is given. 

Flowers and shrubs should be placed in borders- 
hard by the school house and near the fences where 
they will be less liable to injury. 

There is no region in temperate zones more favored 
l)y nature than was the State of Indiana, with her 
wealth of forest vegetation, temperature, soil and 
rainfall combined, to promote the^-reatest variety of 
useful plants. More than 100 varieties of trees were 
indigenous to our State, while twice as many have 
been brought from other parts of the world and suc- 
cessfully cultivated, besides the thousands of shrubs 



106 



and plants which abound from the Ohio to the Lakes, 
and it should be an easy matter to select a dozen trees 
suited to any location. 
What are the requirements of a tree? 

1. It should be useful for some demand of the man- 
ufacturer, as yellow poplar. 

2. It may possess in a very high degree some special 
feature of usefulness, as the hickory— elastic, flexible 
and dense; oak, the symbol for strength; ash, com- 
bining strength with lightness; white pine, capable of 
being wrought with facility in carpentry; catalpa, 
haying great durability; locust, having density, firm- 
ness, durability; linden, combining lightness with 
toughness, or walnut, the favorite of the early settler 
for making rails, and the manufacturer of to-day for 
magnificent furniture. 

3. Americans demand immediate results, hence 
early maturity is an essential requisite. The swamp 
maples, poplars and catalpa are of quite rapid 
growth. 

4. Freedom from disease and attacks of insects. 
The gingko, hackberry and sweet gum are remark- 
ably free from both. 

5. Ability to withstand drought. The two Rus- 
sians, olive and mulberry, and the catalpa resist the 
effects of dry locations. 

6. Adaptability. Suited to many soils, as the wal- 
nut, catalpa, gingko and maples. 

7. Beauty of flowers. Magnolia, locust, tulip, 
catalpa, dogwood and many shrubs. 

8. Density of shade. Elms, maples, cnestnut 
abele, cypress, linden, oaks, sycamore, catalpa, mag- 
nolia, yellow poplar, beech, hackberry, larch, Norway 
spruce, white pine, sweet gum, ash. locust, birch and 
gingko are all good for shade. 

9. Ornamental foliage. Evergreens, cypress, weep 
ing birch, larch, gingko, koelreuteria, etc. 

A posthole should never be utilized in tree planting. 
Make the holes broad rather than deep, and if the 



107 



soil is not suitable, bring good earth to fill it. Obtaia 
well-rooted trees, preferably nursery grown. A few 
stumpy roots may be sufficient to maintain life, but 
will noi secure a vigorous, healthy growth, and while 
new roots are being formed the tree is starving, and 
borers soon take possession. These pests seldom in- 
jure a tree unless its vitality has been impaired by 
disease. A healthy, vigorous tree sends its roots far 
away from the trunk in every direction in search of 
food and moisture. The working fibrous roots are 
almost invariably sacrificed upon removal of the 
tree. Nursery-grown trees which have been trans- 
planted, howcv^er, are supplied with these small roots 
in a compact mass. It is, therefore, better to buy 
well-rooted trees rather than dig those in tne woods. 

Every bud which puts forth in a newly trans- 
planted tree, requires a large proportion of sap. It 
many are left to expand the drain upon the tree will 
be greater than the roots can supply and a feeble 
growth will result. Hence it is best to cut back the 
top to correspond with the roots. 

I recently recommended the following list for Arbor 
Day planting: 



1. 


Scarlet Maple. 


9. 


Yellow Poplar. 


2. 


Gingko. 


10. 


Sycamore. 


3. 


White Elm. 


11. 


Ash. 


4. 


Larch. 


12. 


Scarlet Oak. 


5. 


Sweet Gum. 


13. 


White Pine. 


6. 


Catalpa. 


14. 


Russian Mulberry. 


7. 


Hackberry. 


15. 


Linden. 


8. 


Silver Maple. 


16. 


Honey Locust. 



The first thing in importance is shade; ornamenta- 
tion follows naturally. 

The gingko, from Japan, is one of our finest treefs 
for shade, beauty of foliage, freedom from insects 
and disease, and seldom requires pruning. 

The sweet gum can scarcely be surpassed, as it pos- 
sesses almost every good and desirable quality. 



108 



The hackberry supplies a much-ueeded food for na- 
tive birds, ill addition to its superior quality as a 
shade tree, and is remarkably free from insects. 

The scarlet maple forms a round head, requires less 
pruning than silver maple, its branches are less liable 
to injury in storms, while the autumn foliage is 
superb. 

The larch has a foliage which is grand, the tree is 
healthy, grows quickly and naturally forms a hand- 
some tree. 

The yellow poplar, although not a poplar at all, but 
a liriodendron, or tulip tree, is one of our handsomest 
trees for shade and should by no means be over- 
looked. 

Trees which would be considered magniiicent speci 
mens on a lawn would be out of place on school 
grounds, while those trimmed up as becomes neces- 
sary here and on streets would be undesirable about 
a mansion. 



[The following selections are suggested as suitable for th( 
Arbor Day part of program.] 

"TAKE YER CHOICE O' SEASONS." 



By Will W. Pfrimmer, Kentland, Ind. 

Ye may take yer choice o' seasons: 

Ye may talk o' harvest time, 
When the sickle's clack an' clatter 

Sings a pleasin', busy rhyme, 
An' the hummin' o' the thrasher 

Adds an alto to the strain, 
An' the farmers laugh for gladness 

At the yield o' golden grain. 



109 

Ye can talk (v simimer sunsets, 

An' the moonlight, an' the dew, 
An' the fields o' scented clover 

When the moAvin's n'arly through. 
Still, it's natin-'s business hours, 

An' she haint no time fer play; 
Not enough of it to squander 

Fer to make a holiday. 

Ye may brag about October. 

With its glimmer an' its haze. 
When the nights are lappin' over 

On to both ends o' the days; 
An' the birds hev packed their baggage. 

An' the most of them hev struck 
Out to find a fore'n country. 

An' the world is out o' luck; 
An' all natur' seems a-mopin',— 

Out o' kelter like, and sad 
Most like onest I knowed a feller 

With the janders mighty bad. 

An' I don't go much on winter, 

With its snow, an' sleet, an' slush; 
AVhen the woods is all a-sleepin' 

In a sort o' graveyard hush; 
Not a smile or song ter greet ye. 

Not a single gleam er glow, 
An' not, anywher', a green thing. 

But— yerself, an' mistletoe. 

Y'e may sing yer song o' summer, 

Er o' winter, er o' fall. 
But the season I am bettin' on 

Is the one that beats 'em all. 
It's the jolly days o' springtime 

When ever' thin' is growin'; 
Medder-larks a-tunin' up 

An' prairy roosters crowin, 
Pluvers skimmin' 'cross the plow-land. 

Kill-deers flickerin' 'round the sl'ugh. 



110 

These here little piper-snipes, they're 

Sort o' bobbin' 'round there, too; 
An' the cat-bird an' the robin 

Give a daily concert, free, 
While the red-head drums an encore 

Frnm the old dead apple-tree; 
Pee-wees callin' from the gatepost. 

Quails a-whistlin' in the wheat, 
Purt' nigh ever' thin' is singin', 

Er is laughin', that ye meet. 

An' them fuzz-buds on the willers, 

An' the dogwoods, bloomin' white, 
An' the red-buds, an' the haAvbloom, 

Make a mighty purty sight. 
An' the leaves, so small, their shadders 

Looks like freckles on the ground. 
An' the sunshine sneakin' through 'em 

Seems ter be a-huntin' 'round 
Jest ter get ter kiss the daisies; 

While the breezes, whisperin' by. 
Up among the noddin' tree-tops, 

Is a-tellin', on the sly. 

An' the sky, away up yander, 

Somehow seems a deeper blue. 
As if some fust-class good painter 

Had been paintin' it, anew. 
An' the clouds that float across it, 

White as swan upon a stream. 
Kind o' seem to fade an' scatter 

IJke the framework of a dream. 

Like ter git out on the south slope 
In the blue-grass, soft an' green, 

Where the little Johnnie-jump-ups 
Is a-growin' in between; 

Where the dandelions blossom, 
An' the love-in-tangles creep 



Ill 

By the brook that keeps a-hiiighin' 

Like a baby in its sleep. 
Like ter jest lay down an' listen 

Ter the jimbled, joyful rhyme, 
'Till y' think that uatur' kep' a school 

An' that this 'uz recess-time. 



ARBOR DAY MARCH. 



By Ellen Beauchamp. 



Air— Marching Through Georgia. 

Celebrate the Arbor Day 
With march, and song, and cheer. 

For the season comes to us 
But once in every year; 

Should we not remember it 
And make the mem'ry dear, 

Memories sweet for this May day? 

CHORUS. 

Hurrah! Hurrah! The Arbor Day is here, 
Hurrah! Hurrah! It gladdens every year; 
So we plant a young tree on blithesome Arbor Day. 
While we are singing for gladness. 

Flow'rs are blooming all around. 

Are blooming on this day; 
And the trees with verdure clad, 

Welcome the month of May, 
Making earth a garden fair 

To hail the Arbor Day, 
Clothing all nature with gladness. 



112 

ARBOR DAY ANTHEM. 

Tune — America . 

Joy for the sturdy trees! 
Fanned by each fragrant breeze. 

Lovely they stand! 
The song-birds o'er them thrill, 
They shade each tinkling rill. 
They crown each swelling hill, 

Lowly or grand. 

Plant theaii by stream or way. 
Plant where the children play 

And toilers rest; 
In every verdant vale. 
On every sunny swale, 
Whether to grow or fail, 

God Ivuoweth best. 

Select the strong, the fair, 

Plant them with earnest care- 
No toil is vain. 

Plant in a fitter place, 

Where like a lovely face. 

Set in some sweeter grace. 
Change may prove gain. 

God will his blessing send- 
All things on him depend. 

His loving care 
Clings to each leaf and flower 
Like ivy to its tower. 
His presence and his power 

Are everywhere. 

— Dr. S, F. Smith, author of America. 



113 

NAMING THE APPLE SEEDS. 

AT PLAYTIME. 



By Benj.§. Parker. 



Mary ate a winter apple 

With that awkward Jim; 
"One I love and two 1 love, 

"And three," she glanced at him; 
Jimmy, blushing like a red rose, 

Turned his head aAvay, 
"Three," continued winsome Mary, 

"Three I love, they say." 

Little lass, that named the apple. 

Let the secret out; 
"Name is Jim I" the minxie shouted 

Solving thus the doubt. 
But, if Mary heard or heeded, 

Nothing she denied. 
Counting out the seeds to Jamie 

Blushing at her side. 

Then th' simpering big girls giggled 

As they stood apart; 
"Four I,"— and Jim almost fainted; 

"Love with all my heart." 
Thus went on that teasing ISIary 

In her lightsome way. 
And her dapper-beaux re-echoed 

"Five I cast away!" 

"Six, he loves!" "ha! ha!" they cackled, 
"Seven"— and will she dare 

Say she loves that awkward fellow 
With the sandy hair? 

"Seven she loves!" "but who?" cried one beau- 
Mary did not tarry; 

"Eight they both love," and the last seed 

(8) 



114 

Counted "tM^elve, they'll marry." 
Much the giggling girls were puzzled 

And the beaux perplext, 
While Jim wondered at his grammar 

What was coming next. 



Jamie! Jamie! what was coming? 

Now thou'rt old and gray, 
Yet sly Mary whispers softly 

"Three I love, they say." 



THE LITTLE-RBD-APPLE TREj^J. 



By James Whitcomb Riley. 



The Little-red-apple Tree!— . 

O the Little-red-apple Tree! 
When I was the little-est bit of a boy. 

And you were a boy with me! 
The bluebird's flight from the topmost boughs, 

And the boys up there— so high 
That we rocked over the roof of the house 

And whooped as the winds went by! 

Ho! The Little-red-apple Tree! 

With the garden-beds below. 
And the old grape-arbor so welcomely 

Hiding the rake and hoe; 
Hiding, too, as the sun dripped through 

In spatters of wasted gold, 
Frank and Amy away from you 

And me in the days of old. 



115 

The Little-red-apple Tree!— 

Ill the edge of the garden-spot. 
Where the apples fell so lavishly 

Into the neighbor's lot;— 
So do I think of you, 

Brother of mine, as the tree,— 
Giving the ripest wealth of your love 

To the world as well as me. 

The Little-red-apple Tree! 

Sweet as its juiciest fruit 
Spanged on the palate spicely. 

And rolled o'er the tongue to boot. 
Is the memory still and the joy 

Of the Little-red-apple Tree, 
When I was the little-est bit of a boy 
And you were a boy with me! 



AN AUTUMN LEAF. 



By Benj. S. Parker, Newcastle. 



Dipt in the fountain of the sunshine, 

And fresh from the bath arisen, 
A scarlet leaf from a climbing vine 

Falls into an old man's prison, 
And his faint heart feels a sudden thrill, 

And a strange surprise of joy, - 
For he thinks of the scarlet oaks on the hill. 

And himself a little boy. 

The leaf, with the sunshine in its heart, 

Down fluttering seems to say, 
"I am of thy better life a part, 

A part of thy fair, young day. 
I'm ripened in sun and rain and frost, 

And whatever is fair in me, 
I bring to thee from a day long lost 

For a day that is to be." 



116 

\A'i1hered by storm and blight and pain. 

And weakness that men call sin, 
The life that shall never be whole again 

Is touched to the sweet within 
By a gentler pressure than that of grief, 

Or the thought of prison and hate, 
And the old man lifts to his lips the leaf, 

And whispers, '"Tis not too late." 



OCTOBER'S BRIGHT BLUE WEATHER. 



By Helen Hunt Jackson. 



(For children.) 

Sun and skies and clouds of June, 
And flowers of June together. 

Ye can not rival for one hour 
October's bright blue weatner. 

When loud the bumble bee makes haste. 

Belated, thriftless vagrant. 
And goldenrod is dying fast, 

And lanes Avith grapes are fragrant. 

When gentians roll their fringes tight 
To save them for the morning. 

And chestnuts fall from satm burrs 
Without a sound of warning. 

When on the ground red apples lie 

In piles like jewels shining. 
And redder still on old stone walls 

Are leaves of woodbine twining. 

When all the lovelj^ wayside things 
Their white-winged seeds are sowing, 

And in the fields still green ana fair. 
Late aftermaths are growing. 



117 

When springs run low, and on the brooks. 

In idle golden freighting, 
Bright leaves sink noiseless in the hush 

Of woods, for winter waiting. 

O sun and skies and flowers of June, 
Count all your boast together. 

Love loveth best of all the year 
October's bright blue weather. 



SEPTEMBER. 

By Helen Hunt Jackson. 



(For children.) 
The goldenrod is yellow; 

The corn is turning brown; 
The trees in apple orchards 

With fruit are bending down. 

The gentian's bluest fringes 

Are curling in the sun; 
In dusty pods the milkweed 

Its hidden silk has spun. 

The sedges flaunt their harvest 
In every meadow nook; 

The asters by the brookside 
Make asters in the brook. 

From dewy lanes at morning 
The grapes' sweet odors rise; 

At noon the roads all flutter 
With yellow butterflies. 

By all these lovely tokens 
September days are here. 

With summer's best of weather, 
And autumn's best of cheer. 



118 

AN EXTRACT FROM "ARBOR DAY." 

By John Gilmore Chafee, Greencastle. 

O, let US plant a. tree! each one a tree, 
Whose spreading roots shall pierce the mellow mold, 
Whose buds shall odorize the vernal air, 
Whose trembling leaves shall fan the summer breeze; 
A tree, beneath v^^hose cooling shade at noon, 
When the wide air doth flame w^ith sultry heat— 
The weary pilgrim may sit down and rest; 
A tree, where insects may disport at noon, 
Or shelter from the night, or beating storm- 
Where birds may come to build their nests and sing, 
And dulcet winds may play at harmonies 
That to the meditative mind do breathe 
A sweeter music than the viol strains 
That time the dancer's gay and flying feet- 
Music sweeter than aught save that that drips 
From the soft melody of flowing brooks. 
O, let us plant a tree, each one a tree. 
For fruitage or delight, for human need 
Provisional, or to adorn the scene 
And make the world more bright and beautiful 
A tree where light and shade swift interchange 
'Mid ceaseless motion of the swaying green, 
A tree whosiB image shall impress itself 
In many happy minds, a memory 
Of joy when life grows weary in the way. 
For thoughts of purity and beauty rest 
The mind, as tree shades rest the weary form. 
O, why not plant a tree, to live and grow 
When planting hands shall crumble into dust? 
A clumsy hand may plant a graceful tree. 
And thus add grace and beauty to the world. 
Cover the scion's roots with mellow mold, 
And nature's hand will nurture up the tree 
Lifting its royal coronal on high 



119 

And widely spreading forth its bannered boughs. 

Of all the lovely forms that nature rears 

The world has nothing lovelier than trees. 

Behold them rise so airily and fair; 

What grace of motion in their waving boughs; 

They break the dull monotony of plains, 

And fringe and ornament the rugged hills, 

And dress in Eden beauty the sweet vales, 

And border gracefully the flowing streams 

Till the whole landscape glows in coloring 

Soft and warm to the eye, and to the brain 

A picture beautiful, and to the soul 

Much more— a charming symbol typical 

Of something yet un«een, invisible, 

Yet all immortal in the life beyond. 



THE BLOSSOMS ON THE TREES. 



By James Whitcomb Eiley. 



Blossoms crimson, white or blue, 

Purple, pink, and every hue. 
From sunny skies to tintings drowned 

In dusky drops of dew, 
I praise you all, wherever found, 

And love you through and through— 
But, Blossoms on the Trees, 
With your breath upon the breeze, 
There's nothing all the world around 

That's half as sweet as you! 



120 

Conld the rhymer only wring- 
All the sweetness to the lees 

Of all the kisses clustering 
In juicy Used-to-be's,- 

To dip his rhymes therein and sing 
The blossoms on the trees — 

*'0, Blossoms on the Trees," 
He would twitter, trill and coo, 

"However sweet, such songs as these 
Are not as sweet, as you; 

For you are blooming melodies 
The eyes may listen to!" 



THE ROSE. 



By Isaac"*Watts. 



How fair is the rose! that beautiful flower, 

The glory of April and May; 
But the leaves are beginning to fade in an hour, 

And they wither and die in a day. 

Yet the rose has one powerful virtue to boast, 

Above all the flowers of the field; 
When its leaves are all dead, and its fine colors lost, 

Still how sweet a perfume it will yield! 

So frail is the youth and the beauty of men. 

Though they bloom and look gay like the rose; 

But all our fond care to preserve them is vain, 
Time kills them as fast as he goes. 

Then I'll not be proud of my youth nor my beauty, 

Since both of them wither and fade; 
But gain a good name by well doing my duty; 

This will scent like a rose when I'm dead. 



121 

A LAUGHING CHORUS. 



By Emerson. 



Oh such a commotion under the ground 
When March called, "Ho, there! ho!" 

Such spreading- of rootlets far and wide. 
Such whispering to and fro 

And "Are you ready?" the Snowdrop asked, 
"'Tis time to start, you know." 

"Almost, my dear," the Scilla replied, 
"I'll follow as soon as you go." 

Then "Ha! ha! ha!" a chorus came 
Of Inughter soft and low 

From the millions of flowers under the ground- 
Yes— millions— beginning to grow. 

"I'll promise my blossoms," the Crocus said, 
"When I hear the bluebirds sing." 

And straight thereafter Narcissus cried, 
"My silver and gold I'll bring." 

"And ere they are dulled," another spoke, 
"The Hyacinth bells shall ring." 

And the violet only murmured, "I'm here," 
And sweet grew the air of spring. 

Then "Ha! ha! ha!" a chorus came 
Of laughter soft and low 

From the millions of flowers under the ground- 
Yes — millions — beginning to grow\ 

Oh, the pretty, brave things! through the coldest days 

Imprisoned in wall of brown. 
They never lost heart though the blast shrieked loud, 

And the sleet and the hail came down; 
But patiently each wrought her beautiful dress. 

Or fashioned her beautiful crown. 
And now they are coming to brighten the world, 

Still shadowed by winter's frown; 



122 

And well may they cheerily laugh, "Ha! ha!" 
In a chorus soft and low, 

The millions of flowers hid under the ground- 
Yes— millions— beginning to groAv. 



BUILDING THE BIRCH CANOE. 



Longfellow's Hiawatha. 



In studying this poem the teacher should supple- 
ment the text with pictures of the different trees 
named in the poem. Also description and discussion 
of where they are found and of the quality and use of 
their wood. The pupils should draw pictures of the 
trees, describe them, and also be able to reproduce 
this portion of Hiawatha's story in simple prose. 

I. 

"Give me of your bark, O Birch tree! 
Of your yellow bark, O Birch tree! 
Growing by the rushing river. 
Tall and stately in the valley! 
I a light canoe will build me, 
Build a swift cheemaun for sailing. 
That shall float upon the river. 
Like a yellow leaf in autumn. 
Like a yellow water lily!" 

With his knife the tree he girdled; 
Just beneath the lowest branches, 
Just above the roots he cut it, 
Till the sap came oozing outward; 
Down the trunk, from top to bottom, 
Sheer he cleft the bark asunder. 
With a wooden wedge he raised it. 
Stripped it from the trunk unbroken. 



123 



II. 



"Give me of your boughs, O Cedar! 

Of your strong and pliant branches, 

My canoe to make more steady, 

Make more strong and firm beneath me!" 

Through the summit of the Cedar 
Went a sound, a cry of horror, 
AVent a murmur of resistance, 
But it whispered, bending downward, 

"Take my boughs, O Hiawatha!" 
Down he hewed the boughs of Cedar, 
Shaped them straightway for a framework, 
Like two bows he formed and shaped them, 
Like two bended bows together. 

"Give me of your roots, O Tamarack! 
Of your fibrous roots, O Larch tree! 
My canoe to bind together, 
So to bind the ends together. 
That the water may not enter. 
That the river may not wet me! 

And the Larch, with all its fibres, 
Shivered in the air of morning. 
Touched his forehead with its tassels, 
Said, Avith one long sigh of sorrow, 
"Take them all, O Hiawatha!" 

From the earth he tore the fibres, 
Tore the tough roots of the Larch tree. 
Closely sewed the bark together, 
Bound it closely to the framework. 

IV. 

"Give me of your balm, O Fir tree! 
Of your balsam and your resin, 
So to close the seams together 
That the water may not enter. 
That the river may not wet me!" 



124 

And the Fir tree, tall and sombre. 
Sobbed through all its robes of darkness, 
Rattled like a shore with pebbles, 
Answered wailing, answered weeping, 
"Take my balm, O Hiawatha!" 

And he took the tears of balsam, 
Took the resin of the Fir tree, 
Smeared therewith each seam and fissure, 
jMade each crevice safe from water. 

V. 

Thus the birch canoe was builded 
In the valley by the river. 
In the bosom of the forest; 
And the forest's life was in it, 
All its mystery and its magic, 
All the lightness of the birch tree. 
All the toughness of the cedar. 
All the larch's supple sinews; 
And it floated on the river 
Like a yellow leaf in autumn, 
Like a yellow water lily. 



PLANT TREES AND PROTECT THE BIRDS 



By Mabel Osgood Wright. 

When we cut down a tree without planting another 
Ave make the world poorer. Trees are not only things 
of beauty, but they give us shade, fuel and wood for 
house-building and furnishing. Besides these benefits 
trees protect our rivers and water-courses from dry- 
ing away. A treeless land is a dry, weary, unfruitful 
country. 

We may plant trees or carefully guard those al- 
ready groAvn, but we can not always protect them 



125 



from their insect enemies. We may spray the fruit 
trees in garden or orchard, but who can protect the 
woodlands or check the insects in grain or hay fields 
but the birds? The birds that Nature has decreed 
shall do this work and has therefore banded into 
guilds to patrol the earth, trees and sky. 

It seems very strange that it is necessary to ask 
protection for these able workmen, but many people 
seem to think that the supply of wild birds is inex- 
haustible, that they may be shot and their nests 
robbed at will, and still that they will appear each 
spring from some mysterious place. 

Country children should be wiser than this; do they 
not all know that if setting hens are robbed there 
will be no chickens in the poultry yard? Therefore 
if birds' nests are robbed, where are the birds to 
come from? The fact is that too few children realize 
just what damage they are doing in meddling with 
eggs; they do not seem to understand that— 
"The blue eggs in the robin's nest 
Will soon have beak and wings and breast 
And flutter and fly away." 

They covet those eggs and take them, and so until 
they understand, the law of the State wisely says 
that it means to stop this robbery and prevent bird 
families from being broken up, and every child in 
the land can do something to uphold the law and aid 
it in protecting the birds. 



PLANT TREES. 



Lines written for an agricultural exhibition in 1858, by 
John G. Whittier. 



This day, two hundred years ago, 
The wild grape by the river's side, 

And tasteless groundnut trailing low, 
Tlie table of the woods supplied. 



126 

Unknown the apple's red and gold, 
The blushnig tint of peach and pear; 

The mirror of the Powow told 
No tale of orchards ripe and rare. 

Wild as the fruits he scorned to till, 
These vales the idle Indian trod; 

Nor knew the glad creative skuI,— 
The joy of him who toils with God. 

O Painter of the fruits and flowers! 

We thank thee for thy wise design 
WherelJy these humble hands of ours 

In Nature's garden work with thine. 

And thanks that from our daily need. 
The joy of simple faith is born; 

That he who smites the summer weed. 
May trust thee for the autumn corn. 

Give fools their gold and knaves their power 
Let fortune's bubbles rise ana fall; 

Who sows a field or trains a flower. 
Or plants a tree, is more than all! 

For he who blesses most is blest, • . 

And God and man shall own xns worth 
Who toils to leave as his bequest, 

An added beauty to the earth. 

And soon or late to all that sow, ' 
A time of harvest shall be given; 

The flowers shall bloom, the fruit shall grow. 
If not on earth, at last in heaven. 



127 

SELECTIONS. 



For convenience of teachers who have access to 
libraries, the following list of selections, which are 
not printed in this circular, is given: 

The Holly Tree Southey. 

Woods in Winter . Longfellow. 

Mountain Daisy Burns. 

Forest Song Venable. 

Forest Trees Cook. 

Among the Trees Bryant. 

In a Forest Southey. 

Under the Willows Lowell. 

Little Acorn Mrs. Huntington. 

Building of a Ship Longfellow. 

Song to the Trees Miller. 

In the Sugar Camp ^ Alice Cary. 

The Planting of the Apple Tree Bryant. 

The Elm Tree and the Vine Bryant. 

The Last Walk in Autumn Whittier. 

The Reaper and the Flowers Longfellow. 

The Palm Tree Whittier. 

Under the Violets Holmes. 

The Willow Mrs. Hemans. 

To a Pine Tree Lowell. 

Summer Woods Mary Howitt. 

Golden Rod Elaine Goodale. 

•Historic Trees Delano. 

Autumn Woods Bryant. 

The Lumbermen Whittier. 

Jack-in-the-Pulpit Whittier. 

Our Almanac T. B. Aldrich. 

The Voice of the Grass Sarah Roberts. 

The Ivy Green Charles Dickens. 

The Story of the Moming-Glory Seed.. St. Nicholas, '88. 
The Arab to the Palm Bayard Taylor. 



128 



The Greenwood Tree Shakespeare. 

Under the AVashington Elm, Cambridge Hohnes. 

An April Day Longfellow. 

The Oak Lowell. 

If you find it impossible to prepare a program of ex- 
ercises for Arbor Day, plant the trees without one. 



RESOLUTIONS ADOPTED BY THE AUDUBON 
SOCIETY. 



"Resolved, That a committee of three be appointed 
by this Society to assist the State Superintendent of 
Public Instruction to arrange for an Indiana Bird 
Day, or in the adoption of such other method as may 
most effectively stimulate in our school children an 
interest in the preservation of our native birds, and 
that this Society pledges the Superintendent the sum 
of fifty dollars, to be paid as premiums for papers 
by the school children during the year 1901, on the 
subject of birds, on the condition that all papers so 
offered are to become the property of this association. 

-Resolved. That the fifty dollars thus pledged shall 
be expended as follows, to wit: 

"1. High school scholars, first premium, $15.00; 
high school scholars, second premium, $10.00. 

"2. Grades 8, 7 and G, first premium, $10.00; Grades 
8, 7 and 6, second premium, $5.00. 

"3. Grades 5 and 4, first premium, $7.00; Grades 5 
and 4, second premium, $3.00. 

"Resolved, That the awards of premiums shall be 
made by a committee, consisting of Messrs. A. W. 
Butler, George F. Bass and Mrs. ]\2. N. McKay, and 
that all papers submitted for examination sYiall be 
sent to F. L. Jones, Superintendent of Public instruc- 
tion, on or before January 1, 1902." 



129 

THE PLEDGE. 



' Teachers may easily organize branch Audubon So- 
cieties by copying the pledge and letting the children 
who are willing sign their names below. The pledge 
is as follows: 

"Being in sympathy with the purposes of the Au- 
dubon Society, I agree not to kill birds (excepting 
game birds), nor to rob their nests; and not to wear 
feathers other than quills, cock's tails and ostrich 
plumes." 

Teachers should keep a list of members and send 
the number of the same to the State Superintendent 
of Public Instruction at Indianapolis. 



JOHN JAMES AUDUBON. 



By D. R. W. 



Children, do you all know what we are celebrating 
here to-day? We are doing honor to the trees and 
birds. We are trying to encourage you to plant trees 
and to care for them, and then to be interested in the 
little creatures that live in the trees. To understand 
them and so love them that not a bird in Connecticut 
shall ever be made nervous by the sight of a sling- 
shot or by seeing the body of a dead relative on some 
little girl's hat. 

The birds have not had many friends to protect 
them in the past. It is only lately that in some of 
the States, large numbers of men, women and chil- 
dren have formed themselves into companies for bird 
study and protection, called "Audubon Societies." 

Now, Audubon, for whom these aocietlea are 
named, was one of the very firit friend* the birdi 

(9) 



130 



ever had in this country. He loved them for their 
beauty and for their wild, shy ways from the time 
when he was a little ,boy. 

John James Audubon was born in Louisiana about 
a hundred and twenty-five years ago, only a few 
years before we made our Declaration of Independ- 
ence. It was an interesting time to be an American 
boy, and Audubon was always proud to remember 
that his father had been the friend of Lafayette and 
Washington. He was taken when still a child, to 
France, his mother having met with a most tragic 
death during an insurrection of negroes in Santo Do- 
mingo. A most charming French woman soon be- 
came his father's second wife, but unlike the usual 
fairy-story stepmother, she was almost too kind and 
too indulgent to our little John. While his father was 
away in America, on missons for France, all she 
asked of the little boy was to be happy, and happy he 
was in his own way. In the morning he was off for 
the woods with his lunch basket, filling it before his 
return with all sorts of curiosities in the way of 
flowers, lichens and queer pebbles. His father had 
always loved those things himself, and had encour- 
aged his boy when they had taken their walks to- 
gether, in every little habit of observation. But he 
was not satisfied on his return because the lessons 
had been neglected on account of these collections. 
For many years our young naturalist was kept away 
from home at school, where more attention was given 
to the study hour. Every leisure moment, however, 
was spent in the woods. Each creature there had its 
charm, and not a bird flitted past him but was 
watched and listened to till every habit and note 
was familiar. He was never satisfied 'till he had ex- 
amined closely every one of them, but he soon found 
that to simply possess a dead bird was a very unsat- 
isfactory and disappointing affair. It was then he 
made his first attempt to reproduce them on paper, 
making them as life-like as possible. Fortunately he 



131 



had always found drawing one of the most fascinat- 
ing of his studies, and by the time he left France, at 
seventeen years of age, to make his home in America, 
he had more than two hundred drawings of birds. 

His father gave him a farm near Philadelphia, and 
I suppose expected him to make his fortune; and so 
he might have done if he had given half the time and 
attention to it that he did to his little feathered 
friends. 

He married a lovely English girl who lived near 
him in Pennsylvania and together they went to Ken- 
tucky to found a home and fortune in that new coun- 
try. But always there was the same Audubon finding 
his best pleasures in the leafy stillness of the woods 
and gaining comfort for his many business disap- 
pointments in the songs of his little friends. He had 
known the woods about New York and Philadelphia 
very well and now he wandered for months at a time 
through the western wilds. We can imagine him, the 
figure we have become so familiar with from the pic- 
tures, with his sturdy frame, his large piercing eyes 
and the long hair curling on his shoulders resting for 
hours under the v,ide leafy dome and watching the 
flitting creatures about him. 

Many a time he was without a dollar in his pocket 
with which to supply the needs of his wife and chil- 
dren, but he never lost interest in the wonderful set 
of drawings he was making of American birds, nor 
did his wife fail to sympathize with him and to help 
all she could by bearing cheerfully their many hard- 
ships. After his bird pictures were made, how was 
he to have them printed? It was finally arranged 
with great difficulty that he should go to England 
and try to have his work lithographed by persuading 
enough rich men to subscribe to it to pay the ex- 
penses. For ten years Audubon carried the drawings 
from place to place in England, Scotland and France. 
A little story is told of his modesty and fright in ap- 
proaching the house of Lizars, the skilled engraver. 



132 



He hardly dared to open his portfolio, and with trem 
bling hands he showed the hrst drawing. Mr. Lizars 
sprang from his seat exclaiming: ''Oh! I never saw 
anything like this before." 

One hundred and forty-four subscribers were se- 
cured for the book, and it was the means of placing 
Audubon and his family in comfortable circum- 
stances for the rest of his life. There are one hun- 
dred and seventy-five of these original copies known 
to be in existence, eighty of which are in America. 
The cost of printing them was over one hundred thou- 
sand dollars, and the copies that are rarely thrown 
on the market now bring from fifteen hundred to two 
thousand dollars. 

You may be sure that after this success Audubon 
returned to his beloved America. He never became 
too old or too rich to lose his interest in the woods. 
He started a work on quadrupeds with Dr. Backman, 
following the same plan as the one on birds, and his 
son finished it after his death. The last house that 
he occupied and where he lived in comfort and with 
honor, was a farm that is now a part of New York 
City. You may have heard of Audubon Park. That 
park is a part of the old Audubon farm. So if any 
one asks you who Audubon was, and why American 
children should honor him, say: "He was the first 
man to devote his life to the study of the birds of our 
wonderful country, and the beautiful portraits he 
painted of them have made these feathered brothers 
known all over the world." And perhaps if there is 
a library in your town you too may be fortunate 
enough to see Audubon's "Birds of America." 



183 



[The following selections are suggested as suitable for th( 
Bird Day Program.] 



THE BUTE HERON. 



By Maurice Thompson. 



The Great Blue Heron, often called the Blue Crane, 
is found throughout the State, along streams and 
about lakes, in spring and summer. In a few locali- 
ties they nest in companies. These nesting sites are 
called "Heronries." They are principally grayish- 
blue. When standing erect they are nearly four feet 
talL The White Herons are also found in this State. 
They are generally called Egrets. Their numbers are 
greatly diminished by reason of the immense num- 
bers that have been killed in Florida and elsewhere 
to furnish plumes for women's hats. 

Where water-grass grows ever green, 
On damp, cool flats by gentle streams. 

Still as a ghost and sad of mien. 
With half-closed eyes, the heron dreams. 

Above him, in the sycamore, 

The flicker beats a dull tattoo; 
Through pawpaw groves the soft airs pour 

Gold-dust of blooms and fragrance new. 

And, from the thorn it loves so well. 

The oriole flings out its strong. 
Sharp lay, wrought in the crucible 

Of its flame-circled soul of song. 

The heron nods. The charming runes 
Of nature's music thrill its dreams; 

The joys of many Mays and Junes 
Wash past him like cool summer streapi*^. 



134 

What tranquil life, what joyful rest, 
To feel the touch of fragrant grass, 

And doze like him, while tenderest 
Dream waves across my sleep would pass! 



THE TITMOUSE. 



By R.W. Emerson. 



Page 14, Poetry of Ornitliology. 

The Titmouse to which Emerson alluded is the 
"Black-capped Chickadee." It is found throughout 
northern Indiana, and in the southern half of the 
State is replaced by the Carolina Chickadee, which 
resembles it very closely. These birds may be found 
all the year round. They are small, grayish birds, 
with black caps and throats. In winter they are 
often found in company with other small birds. 

Up, and away for life! be fleet! 

The forest king ties my fumbling feet, 

Sings in my ears, my hands are stones, 

Curdles the blood to the marble bones, 

Tugs at the heart strings, numbs the sense, 

And hems in life with narrowing fence. 

Well in this broad bed lie and sleep. 

The punctural stars will vigil keep; 

Embalmed by purifying cold. 

The winds shall sing their dead march old; 

The snow is no ignoble shroud. 

The moon thy mourner, and the cloud. 

goftiy—but this way fate was pointing, 
'Twas coming fast to such anointing. 
When piped a tiny voice hard by. 



135 

Gay and polite, a cheerful cry, 
Chick-cliickadeed! saucy note, 
Out of sound heart and merry throat. 
As if it said, "Good day, good sir, 
Fine afternoon, old passenger! 
Happy to meet you in these places, 
Where January brings few faces." 

Here was this atom in full breath, 
Hurling defiance at vast death; 
This scrap of valor just for play. 
Fronts the north wind in waistcoat gray, 
As if to shame my weak behavior; 
I greeted loud my little savior, 
"You pet! what dost here? and what for? 
At this pinch, wee San Salvador! 
What fire burns in that little chest. 
So frolic, stout and self-possessed? 
Henceforth I wear no stripe but thine; 
Ashes and jet all hues outshine. 
Why are not diamonds black and gray? 
And I affirm the spacious north 
Exists to draw thy virtues forth. 
I think no virtue goes with size; 
The reason of all cowardice 
Is, that men are overgrown. 
And, to be valiant, must come down 
To the titmouse dimension. 
I think old Caesar must have heard 
In northern Gaul my dauntless bird. 
And, echoed in some frosty wold, 
Borrowed by battle numbers bold. 
And I will write our annals new, 
And thank thee for a better clew^ 
I, who dreamed not when I came hero 
To find the antitode of fear. 
Nor hear the say in Roman key, 
Paean, veni, vidi, vici." 



186 

THE BOBOLINK— "ROBERT OF LINCOLN." 



By William Cjallen Bryant. 



Page 16, Poetry of Ornithology. 

The Bobolink is found in summer in many localities 
in northern Indiana. Some places it is very common. 
It frequents pastures, meadows and the drier 
marshes. The male is black, with white along its 
entire back. The female is grayish and brownish 
striped looking somewhat sparrow-like. The male 
assumes the plumage of the female late in summer. 
In southern Indiana they are found as migrants 
principally in spring. From the time of their arrival 
until early July the male sings a beautiful song. 

Robert of Lincoln is gaily drest, 

Wearing a bright black wedding coat; 
AVhite are his shoulders and white his crest, 
Hear him call in his merry note: 
Bob-o'-link, Bob-o'-link, 
Spink, spank, spink; 
Look what a nice white coat is mine. 
Sure there never was a bird so fine. 
Chee, chee, chee. 

Robert of Lincoln's Quaker wife. 

Pretty and quiet with plain brown wings, 
Passing at home a patient life, 
Broods in the grass while her husband sings: 
Bob-o'-link, Bob-o'-link, 
Spink, spank, spink; 
Brood, kind creature, you need not fear 
Thieves and robbers while I am here. 
Chee, chee, chee. 



137 



THE MEADOW LARK. 



By Clinton Scollard. 



Page 17, Poetry of Ornithology. 

The Meadow Lark is common throughout Indiana 
from early spring until winter. In the southern part 
of the State they are usually, and farther north 
rarely, found in winter also. They frequent meadow s 
and pastures. The upper parts are buff and black 
striped. The throat and under parts conspicuously 
yellow, with a black crescent on the breast. Its strik- 
ing song from fence or tree is often said by farmers 
to i'u.y, "Laziness will kill you." You may think it 
sounds like "Es-sie-de-ar." 

Born of the summer sunshine's bounteous gold, 
Clear chorister in the damask courts of dawn, 

i From whispering winds your ijlaintive notes were 

- drawn. 

Some long forgotten morningtide of old, 

For you the red-lipped poppy-buds unfold. 
For your pale shoots of spring flowers haunt the 

lawn, 
And gracefully as does the graceful fawn, 

Sweet marguerites their dainty heads uphold. 

Whene'er I see you wing your fearless flight 
Across the amber amplitudes of air, 
Your breast resplendent like a glowing shield. 
You seem a joyous messenger of light, 

Descending from heavenly kingdom where 
The sainted dwell, in rapture unrevealed. 



k 



138 

THE SANDPIPER. 



By Celia Thaxter. 



Page U, Birds and Poets. 

Several kinds of Sandpipers are to be found along 
the shores of the streams and lakes of Indiana in 
spring, summer and fall. The Spotted Sandpiper is 
generally distributed, and its well-known call, "Peet- 
peet," is to be heard about every body of water in 
spring and summer. 

Across the narrow beach we flit, 
One little Sandpiper and I; 

And fast I gather, bit by bit, 
The scattered driftwood, bleached and dry. 

The wild waves reach their hands for it, 
The wild wind raves, the tides run high. 

As up and down the beach we flit- 
One little Sandpiper and I. 

Above our heads the sullen clouds 
Scud black and swift across the sky; 

Like silent ghosts, in misty shrouds 
Stand out the white lighthouses high. 

Almost as far as eye can reach 
I see the close-reefed vessels fly. 

As fast we flit along the beach- 
One little Sandpiper and I. 

I watch him as he skims along 

Uttering his sweet and mournful cry; 
He starts not at my fitful song, 

^r flash of fluttering drapery. 
He has no thought of any wrong; 

He scans me with a fearless eye. 
Stanch friends are we, well tried and strong, 

The little Sandpiper and I. 



139 

Comrade, where wilt thou be to-night 

When the loosed storm breaks furiously 
My driftwood fire will burn so bright! 

To what warm shelter canst thou fly? 
I do not fear for thee, though wroth 

The tempest rushes through the sky: 
For are we not God's children both, 

Thou little Sandpiper and I. 



THE YELLOW THISTLE BIRD. 



By S.B.MoManus. 



The American Goldfinch is known in some localities 
as "Yellow Bird" and Thistle Bird. They are found 
all year in this State. In summer the males wear 
attractive colors— bright yellow, with top of head, 
wings and tail black. The females are duller. In 
winter both sexes are duller than the females in sum- 
mer. They fly through the air with a galloping mo- 
tion, repeating their call "Per-chi(!-o-ree" as they go. 
They frequent lettuce patches hemp stalks and this- 
tles when the seed is ripe. 

In the clearin', where the thistle, an' poke an' fire- 
weed. 

Place their feet among the ashes and sow their har- 
vest seed, 

Ther' the little yeller thistle bird goes swingiu' 
through the sky, 

Like they's ridin' on the ocean when the waves were 
wavin' high. 

An' they look like dandelion blows, got loose and 
given wings 

An' a voice (made up ter me, it seems, of the finest 
fiddle strings); 



140 



An' they dance among the posies with the snarlin' 

bumblebee, 
Cuttin' up their shines an' capers, that malie me 

laf to see. , 
An' there hain't a bird that's mean enough to tech 

the little mites, 
An' I kinder think they're lookin' out ter see they 

get their rights. 
They're like children in the clearin', playin' they was 

married folks. 
For they never seem in airnest, but air allers full 

o' jokes. 
An' they look so outer place like, 'mong the stumps'n' 

burnin' logs. 
With the hot wind whirlin' madly till your very 

breath it clogs. 
I stop sometimes to watch them, an' they rest me 

like a cup 
Uv water cool and sparklin' jest from the spring 

dipped up; 
An' sometimes my gold-haired baoy, with my dinner 

in a pail, 
Comes to me, an' I leave the wedge still sticking in 

the rail,— 
An' we set down clost together like es if we's only 

one, 
An' we eat 'n' laf, 'n' visit till ther' isn't left a 

crum'. 
Then she wanders 'round the clearin' jest as busy as 

I am, 
An' my work seems twice as easy, 'n' I feel so stout 

'n' calm. 
An' the yeller birds fly near her, jest es if they 

knowed her too, 
An' wor hankerin' fer her lovin' es I half suspect 

they do; 
While I get the birds 'n' babies all kinked up in my 

heart, 



141 



Fer when they're nigh about me, I kent keep them 

quite apart. 
But the yeller birds keep singin', an' my gal has 

wandered home, 
An' I get my thoughts untangled, which, sometimes 

may like to roam. 
They make me think of babies in a home wher' all 

the rest 
Air old, 'n' gray, 'n' wrinkled, 'n' in ugly homespun 

drest, 
Er a thought thet God made livin' when He blest the 

waitin' band 
Of children, an' upon their heads he laid his lovin' 

hand. 



BIRDS ON THE PICKET LINE. 



By Lee O.Harris. 



The first glad winds of the morning swept 

Over the crest of the mountain wood; 
The first gray light of the dawn had crept 

Down where the blue-clad picket stood. 
Across the hollow a man in grey 

Had watched, like him, all the long night through. 
Intent to shed at the dawn of day 

A redder stain than the morning knew. 

The morn shed life in her glowing path; 

The winds sang peace through the forest reach; 
But the hearts below were hot with wrath. 

As cheeks were laid to the rifle's breech, 
pne lurking place was a vine-clad screen, 
' The other, sweet with the roses' breath, 
jfet hate crossed hate through the space between, 

And death looked into the face of death. 



142 



God pity us all this lust for blood- 
One moment more and the death had sped; 

One little moment and God's green wood 
Had sepulchred war's uncoffined dead. 

But ere from the deadly rifles rang 
The war-god's cry through the startled grove, 

A bird sprang up from its nest and sang 
Its morning hymn to the God of love. 

From tree and thicket an answering song, 

Another, another, till, near and far. 
The message of love was borne along 

Above the hate and the wrath of war, 
Then each man rose from his hidden lair, 

As one ashamed of a thing amiss. 
And wrinkled foreheads grew smooth and fair. 

As when they leaned to a mother's kiss. 

Two rifle-butts to the glad earth sank; 

Two faces glowed like the coming dawn; 
Then: "How'r'you Johnny?" and, "How'd'ye Yank?' 

The morning hymns of the birds rang on; 
The soldiers listened intent and mute. 

Then, half in courtesy, half in shame. 
Two hands were raised in a swift salute; 

Two foemen went by the way they came. 

God pity us when the heart's unrest 

Can drag the soul in its captive train; 
God pardon us all this wrath unblest, 

That brands the race with the mark of Cain. 
But blest be the influence sent that day 

To soften hatred to gentle words, 
Till war forgot he had come to slay. 

And bowed his crest to the woodland birds. 



143 

THE BIRDS' ORCHESTRA. 



By CeliaThaxter. 



Bobolink shall play the violin, 

Great applause to win; 
Lowly, sweet and sad the meadow lark 

Plays the oboe, Hark! 
That inspired bugle with a soul— 

'Tis the oriole; 
Yellow-bird the clarionet shall play, 

Blithe and clear, and gay. 
Purple finch what instrument will suit? 

He can play the flute. 
Fire- winged blackbirds sound the merry fife, 

Soldiers without strife; 
And the robins wind the mellow horn. 

Loudly eve and morn. 
Who shall clash the cymbals. Jay and Crow; 

That is all they know. 
Hylas twang their harps so weird and high, 

Such a tuneful cry; 
And to roll the deep melodious drum, 

Lo! the bullfrogs come! 
Then the splendid chorus who shall sing 

Of so fine a thing? 
Who the names of the performers call, 

Truly one and all? 
Bluebird, bunting, cat-bird, chickadee, 

(Phoebe bird is he). 
Swallow, creeper, crossbill, cuckoo, dove. 

Wee wren that I love; 
Brisk fly-catcher, finches— what a crowd! 

King bird whistling loud; 
Sweet rose-breasted grosbeak, wren, thrush, 

Hear these two and hush; 



144 

Scarlet tanager, song-sparrow small, 
(Dearer he than all; 

At the first sound of his friendly voice, 
Saddest hearts rejoice). 

Redpoll, nuthatch, thrasher, plover gray- 
Curlew, did I say? 

What a jangling all the grakles make! 
Is it some mistake? 

Anvil chorus yellow hammers strike. 
And the wicked shrike. 

Harshly creaks like some half-open door 
He can do no more. 



THE BONNY BROWN QUAIL. 



By Lee 0. Harris, Greenfield, Ind. 



The quail known as "Bob White," from its well- 
known summer call, is found throughout the year all 
over our State. 

The song, the song of the bonny brown quail! 

My heart leaps up at the joyous sound. 
When first the gleam of the morning pale • 

Steals slowly over the dewy ground; 
Ere yet the maples along the hill 

Are draped with fringes of sunlight gold. 
r hear the notes of his piping shrill. 

From hill, and valley, and field, and world— 
"'Tis light! 'Tls light! 
Bob White! Bob White!" 
Then up he springs to the topmost rail 

And struts and sings in his proud delight, 
The song of the bonny brown quail. 



145 

Thus all day long in the tasseled corn, 

And where the willowy waters flow, 
In fields by the blade of the reaper shorn; 

In copse, and dingle, and vale below; 
Where star-crowned asters delight to stand. 

And golden rods, in their robes of state; 
And in the furrows of fallow-land. 

He calls aloud to his dusky mate: 
"All right! All right! 
Bob White! Bob White!" 
And from her nook where the brambles trail, 

She guides the course of her whirring flight 
By the song of the bonny brown quail. 

O, bonny bird, with the necklaced throat; 

The song you sing is but brief and shrill, 
And yet methinks there never was note 

More sweetly tuned by a master's skill. 
And like the song of a vanished day, 

It fills my heart with a subtle joy, 
Till, all forgetting my locks of gray, 

1 mock your whistle, again a boy. 
"You're right! You're right! 
Bob White! Bob White!" 
The hair may whiten, the cheeK may pale; 

Time only mellow the old delight 
In the song of the bonny brown quail. 

When, gliding slowly from east to west. 

The long black shadows begin to crawl; 
Ere dew has wetted his speckled breast, 

The brown quail whistles his loud recall: 
"Come home! Come home! The wind is still; 

The light is paling along the sky; 
The maples are nodding below the hill; 

The world is sleepy and so am I. 
Good-night! Good-night! 
Bob W^hite! Bob White!" 
The stare keep watch when the sunbeams fail, 

And morn will waken the golden light. 
And the song of the bonny brown quail. 



146 

A whirr of wings o'er the stubble brown; 

A patter of feet below the hill; 
A close brown circle, all nestled down— 

"Bob White! Good-night!" and all is still. 
The rabbit passes with velvet tread, 

And eyes of wonder that wink and peep; 
The winds sing lullaby overhead, 

And put the bonny brown quail to sleep. 
Good-night! Good-night! 
Bob White! Bob White! 
Would I could hide in the dewy vale. 

And bid the cares of the world good-night, 
In song, lilce the bonny brown quail. 



147 



SOME POEMS SUITABLE FOR RECITATION 
AND STUDY. 



The Birds' Orchestra Celia Thaxter. 

The Robin Celia Thaxter. 

The Song Sparrow Celia Thaxter. 

The Blackbird Alice Cary. 

On Seeing a Wild Bird Alice Cary. 

To a Seabird Bret Harte. 

The Swallow Owen Meredith. 

A Bird at Sunset Owen Meredith. 

The Titlarli's Nest Owen Meredith. 

What the Birds Said Whittier. 

The Sandpiper Celia Thaxter. 

The Falcon , Lowell. 

The Titmouse R. W. Emerson. 

To a Waterfowl Bryant. 

Robert of Lincoln Bryant. 

The Return of the Birds Bryant. 

The Eagle Tennyson. 

To the Sliylark William Wordsworth. 

Sir Robin Lucy Larcom. 

Story of a Blackbird Alice Cary. 

The Birds of Killingworth Longfellow. 

The Chickadee Emerson. 

The Wood Pewee Trowbridge. 

The Waterfowl Bryant. 

The Humming Bird Fawcett. 

The Oriole (in Under the Willows) Lowell. 



APPENDIX III. 



PROGRAM 



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XI > 







NOTES, 

1. The two programs provide for 170 recitations per week in the 
eight grades. They should be combined in schools with two or 
more teachers. 

2. District schools should be graded to one or the other of the 
programs; if graded to the first combination— the First, Second, 
Third, Fifth and Seventh Years— 102 recitations per week, or 20 per 
day, are necessary; if graded to the second combination— the First, 
Second, Fourth, Sixth and Eighth Years — 103 recitations per week, 
or almost 21 per day, are necessary. 

3. The program makes the fourth year work rather light, but 
will give the class a good opportunity to strengthen the History 
and other work as the needs demand. 

4. There should be at least three separate lessons per week in 
penmanship for the first six years, and three lessons per week in 
spelling in the fourth, fifth and sixth years. In the spelling work, 
teachers should use carefully selected words as a basis. 

5. The old notion of having the pupils recite every day in 
J^F^J? F subject is erroneous; especially when we have seven or 
eight months of school, or when the pupils are strong in the sub- 
jects. When a class begins to " run behind " it should recite every 
day; but when it is " running ahead" it should recite three or 
four times a week only. 

6. The program is not made with any thought as to the time of 
day the different subjects should be studied, and when the classes 
should recite. Many teachers would have the reading classes re- 
cite before the first recess ; the arithmetic classes between recess 
and noon; the geography and grammar classes between noon and 
recess, and the history and physiology classes, etc., after last re- 
cess. This feature of the program should be arranged by the 
County Superintendents and teachers to suit the looal needs. 



APPENDIX IV. 



PROCEEDINGS OF THE STATE ANE 
LOCAL HISTORICAL COMMITTEE. 



Office of State Librarian, ) 

Indianapolis, Indiana, June 15, 1900.) 

The State and Local Historical Committee, authorized by tht 

Indiana State Teachers' Association, was called to order by its 

President, Cyrus W. Hodgin. 

1. Governor Mount's proclamation concerning the historical use 

of the Fourth of July was unanimously recommended as a 
permanent feature of Fourth of July celebrations. 

2. It is recommended that at each County Teachers' Association 

a paper on some phase of Indiana State or local history be 
prepared by some suitable person and read to the Associa- 
tion. 

3. It is recommended that Indiana Day be placed in the school 

calendar, and that the collection and preservation of histor- 
ical material be encouraged. 

4. Suggestive Program for Indiana Day, Dec. 11, 1900: 

^^^S America. 

Reading of ftorernor Mount's proclamation. 

Song 

Reading .... . . State Superintendent's letter to children. 

Paper. . . Naming of county, township, county seats, towns, 
streams. 

Recitation, " Indiana" Mrs. Bolton. 

Paper Pioneer Days. 

Song 

Talk on Exhiliits.* 

Song ..... 



'Exhibits of old farm implements, household utensils and 
relies, etc. 

-159- 



160 



5. Suggestive topics : 

a. Mounds and other prehistoric relics. 

b. Origin of early settlers and whence they came. 

c. Indian fur traders and trappers. 

d. Pioneer amusements. 

e. Pioneer schools. 

f. Pioneer churches and religious meetings. 

g. Muster days. 

h. Natural scenery. 

i. The pioneer doctor. 

j. Early courts and legal customs. 

k. Pioneer transportation and communication. 

1. Early " bees," log rollings, quiltings, huskings, etc. 

6. *The committee recommends the introduction of Indiana 

history and civil government into the public schools. 

7. Resolved, That we co-operate with the State Librarian in his 

endeavors to secure for the State important historical collec- 
tions of books, maps, old letters and other manuscripts. 

8. Resolved, That we co-operate with the State Historical Society 

in gathering materials of State history 

9. Resolved, That a suitable person be appointed in each county, 

by the State Librarian, for the purpose of organizing local 
historical societies and communicating with the State 
Librarian. 

10. Resolved, That the President of this committee present the 

work of the committee to the Indiana State Teachers' Asso- 
ciation. 

11. Resolved, That each County Superintendent present to the 

teachers of his county the plan of this committee. 

12. Resolved, That all historical papers, letters, manuscripts and 

historical documents, or a copy of such, be forwarded to 
Cyrus W. Hodgin, who will edit such material for publica- 
tion in the " Imdianian." 



*For a good text-book on Indiana history and civil govern- 
ment, see " History and Civil Government of Indiana," by Cyrus 
W. Hodgin, A. M., Professor of History and Political Economy in 
Barlham College. Also, " History and Civil Government of Indi- 
ana," by Prof. Rawles, of Indiana Unirersity. 



STUDY OF LOCAL HISTORY. 



A study of the history of science reveals the fact that the growth 
of man's interest, as exhibited in his selection of studies, has 
been from the most remote world toward himself. The develop- 
ment ot our sciences is sufficient evidence of this fact. Man be- 
gan by the study of astronomy the most remotely related, and so 
far has finished with sociology-that science most closely related 
to his everyday livings Not unlike this has been our study of 
history. We began by studying that particular history most re- 
motely rel ited to the student, and have progressed almost con- 
stantly toward that phase of history which is most directly a part 
of his own individual life and much of which has been enacted 
within his own time and his own locality. There is nothing but 
good in a proper study of any history, but our students have been 
too long led to believe that history has been produced only in for- 
eign countries or in times long past, and the best remedy for such 
a misconception is to bring our schools and our clubs— the two 
modern methods of studentship— to an active appreciation of the 
fact that every community is making history as real and in many 
respects as valuable as any history anywhere or of any time. Our 
people in this comparatively new cou>. try have not yet appreciated 
the value of local history and of records made "upon the spot." 
This is especially true in these Central States, where so much 
time and effort has been consumed in the merely physical aspects 
of life. Especially have few people of Indiana yet realized the 
historic value of apparently commonplace occurrences, and we 
must learn it soon and begin to preserve what we have of historic 
value or we shall soon have passed the point beyond which it will 
be impos>ible for us to collect much of our early history, which is 
vastly significant. In fact, much is already beyond the power of 
the student or collector. 

In Germany and England and in some of our own Eastern 
States almost every community has its club of local students and 
collectors, and we have already seen how valuable sut^h work is to 
those people, and ours may be the more valuable if we begin cor- 
respondingly earlier to collect and preserve our own records. If 
our clubs and schools should begin now to collect and preserve all 
facts of local and general interest within a single generation, a 
degree of intelligence and interest would prevail in our State that 
is now beyond our highest anticipations. 

When we shall secure such a library system as shall place a 
good library in each township in the State, as will doubtless soon 
be true, then we shall have so many depositories of such local 
history as will render its perfect preservation not only a possi- 
bility, but a local pride. 

The following appended outlines for the study of local history 
will, it is believed, serve as guides at least to any locality for the 
study of its history. No one point in either outline will be of 
value to every locality, but enough may be selected to serve any 
particular unit of study. 

ai) -161- 



OUTLINE FOR THE STUDY OF LOCAL 
HISTORY. 



UNIT OF STUDY: COUNTY, TOWN OK TOWNSHIP. 

I. Conditions Which Made It Desirable as a Homk, Hence 

Lkd to Its Settlement. 

1. ^jroography of the surface: timber, prairie, streams, lake^, 

hills. 

2. Nature of the soil; its formation, adaptability for culti- 

vation. 

3. Chief sources of wealth when settled. 

4. Productions of place or immediate surroundings. 

5. Kind and relative amount of labor required to bring it to 

its present condition, 

II. By Whom Settled. 

1. Nationality: by birth, by parentage. 

2. From what place directly did the settlers come, if many 

of them came from one place? 

3. Particular incentive vvhich led them to this place. 

4. From what conditions of life and from what occupations 

did they come? 

5. What prominent characteristics have the people retained 

up to the present time, if any? 

6. Biographical sketches of characteristic early settlers. 

III. Map of the Unit of Study. 

1. If town, show all details, such as location, prominent 

buildings, especially of the earlier buildings, and the 
location of the residences of prominent citizens from 
the earliest settlement. 

2. If county or township, show location of all towns and 

villages, especially the earlier ones, which may be 
now in decay. 
S. Show early natural drainage and present artificial 
drainage, if it has been changed by the agency of 
man. 

IV. Cemeteries. 

1. When and where located from the earliest history down 

to the present, and it will be found desirable to copy 
the early inscriptions where the stones bearing them 
are not properly looked after. Later these will be- 
come valuable local history. 

2. Look up early records, for in seme instances records 

may yet be found of early burials not recorded on 
stones. 

-162- 



163 



V. Transportation and Communication. 

1. History in narrative form of each of the following: 

a. Canals. 

b. Noted wagon roads. 

c. Early mail routes. 

d. Railroads. 

e. Telegraph. 

f. Telephone. 

2. Chief lines of goods shipped to and from this center. 

3. Chief points of shipment both to and from. 

4. Is the Unit of Study on any great line of travel be- 

tween two or more prominent points? 
VI. Material Progrrss of the Unit of Study. 

1. Early industries carried on by individuals or by 

organized companies. 

2. Hive thf© primitive industries developed into the 

present chief industries or have the industrial lines 
changed? 

3. If the lines have changed assign reasons. 
Vir. Educational Institutions. 

1. Schools. 

a. When, where and by whom were the earliest 

located? 

b. Sketches of )>rominent teachers and student?. 

c. Promiient schools since organized, not now 

existing. 

d. Present schools and teachers. 
'2. Libraries and Museums, if any. 

a. When and where established. 

b. How sustained. 

c. Prominence reached. 

d. When in greatest prominence. 

e. Does the same still continue? 

f. What ard the present conditions ? 

g. What is the sentiment of the community with 

regard to ? 

3. Clubs. 

a. Narrative history of all so far formed. 

b. Present conditions and leading members in. 

4. Newspapers. 

a. History of each from the first. 

b. Sketches of prominent men and women con- 

nected with. 

VIII. Literary History. 

1. Biographical sketches of prominent writers, and 

especially of those who have written for publica- 
tion in other than the local papers. 

2. (live name, dxto and place of publication of each 

book, pamphlet, magazine article, or series of arti- 
cles upon an important suJ>jcctin local i>apers. 



164 



IX. Churches. 

1. When and where was each organized? 

2. Give names of charter members. 

3. Sketches of most noted pastors, or a co.mplete list if 

possible. 

4. Sketches of the leading workers from the first. 

5. Present conditions. 

X. Charitable, Penal and Correctional Institutions^ 

1. Houses for the destitute, dependent and defective. 

2. Reformatories. 

3. Jails and penitentiaries. 

XI. Courts. 

" 1. History of the organization of, 

2. Noted judges and attorneys, sketches of. 

3. Complete list of court officials from the first. 

XII. War History, Each War Participated In, Treated 
Separately. 

1. List of enlistments. 

2. List of killed in battle or dying from wounds. 

3. List of deaths in the army (rom other causes. 

4. List and looati )n of m-^mbers still living. 

5. Biographical sketches of noted soldiers. 

XIII. Professional Life, Sketch of. 

1. Legal profei^sion. 

2. Medical profession. 

3. Educational. 

4. Ministerial. 

XIV. Local Government. 

1. When organized. 

2. What departments when first organized. 

3. What departments added since, if any. 

4. Make list as complete as possible of officials serving 

io each department since the organization. 

XV. Genealogy op the Older Families. 

1. Ancestry uf early settlers as far as can be traced. 

2. A full record of each branch and each member of the 

family since settlement in this locality. 

a. Births. 

b. Marriages. 

c. To whom married. 

d. Deaths. 

Note.— This material must be collected from church, court 
and cemetery records and supplemented from the memories of thj 
older, m(;re intelligent, and more trustworthy citizens. 



B 



OUTLINE FOR THE STUDY OF LOCAL 
HISTORY, 



Suggestions concerning the work that may be done by a local 
historical society in collecting, organizing and preserving his- 
torical materials. 

Every county should have at least one active historical society. 
It i^hould enlist in its work teachers, students, preachers, doctors, 
lawyers, business men, and intelligent farmers and mechanics. 

In every community there is much valuable material that by 
prompt action may be collected and preserved, but which in a few 
years will be lost beyond recovery. It may be in the form of old 
letters and other manuscripts, of historic pictures, of files of 
papers, and the reminiscences of reliable old persons. Reports of 
public officers and of various societies should be filed, and a scrap- 
book should be used for keeping obituaries of deceased citizens of 
importance. 

All these materials should be properly classified and kept by a 
responsible curator, in fireproof quarters. 

The society should hold meetings at regular intervals, bi-monthly 
or quarterly, at which original papers should be presented by com- 
jictent persons on to)tics of local historical interest, and copies of 
these papers should be carefully filed. 

Programs should be made out by a careful committee, for the 
year in advance. 

I. Interesting and valuable papers may be written on the phy- 
sical basis of the county's material development, as, 

1. Its geography— limits, area ; surface— hills, valleys, 

plains, etc., with a map. 

2. Its geology: minerals— kinds, quality, quantity, lo- 

cation; soils— quality and adaptability to various 
uses; fossil remains of interest; evidences of geo- 
logic changes through glacial action, etc. 

3. Climatic conditions— rain-fall, snow-fall, tempera- 

ture, floods and droughts and their causes, if they 
can be discovered in the removal of forests, etc. 

4. Fauna and flora— native animals and plants, and 

changes that have come from the time of early set- 
tlements to the present. 

—165— 



166 

II. other papers, it may be, of equal interest, can be prepared 
on the archeology of the locality; as, 

1. Prehistoric remains-mounds or other earthworks. ■ 

and various implements of stone, bone, etc. 

2. Indian occupants and their manners, customs, etc., 

in the time previous to the first occupancy by white 
settlers; Indian wars, massacres or other facts of 
incidents connected with the relation of whites and 
Indians; as, Indian treaties, boundaries, reserva- 
tions, missions, etc. 
HI But the mo.t interesting and profitable work of the society 
will be along the lines of the institutional development of 
the locality, social, industrial, religious, political and 
educational. The ideas underlying these phases of prog- 
res« are universal, and their development in the institu- 
tional forms proceed simultaneously in every com- 
munity, but in different communities at the same (imc 
and in the same community at different times the em- 
phasis may be differently placed. There is practically no 
limit to the topics that may be treated under these heads. 

1. Social. . , i- „„i. 

a. Social classes-racial, national, sectional. 

whence they came, social ideas, manners, 
customs, amusements, etc. 

b. Family life-size of families, home training o, 

children, family names and lineages. 

c. Social orders-lodges, club^-, etc., their pur- 

poses and accomplishments, past and present^ 
The saloon as a social center, its good anu 
evil sides. Antislavery societies, speaker., 
U.G.R.R. operations, etc. 

d. Social institutions-organized chanties, hospK 

als, orphanages, houses of reiuge. reform - 
tories, punitive institutions, care of po r. 
County Board of Charities -its origin auU 

work. , 

e. Crime-forms, causes, consequences, mobs. 

noted trials involving the interests ot 
society. 

f. Public health-conditions, means, results. 

2. Industrial. , i,-„i, „„^ 

a. Early industries-conditions unaer which car- 
ried on— household work, spinning, weaving, 
etc House building, mills of various kinds, 
b Industrial changes in methods, implements, 

products, inventions. Account for changes, 
c Industrial institutions-banks, railroads, man- 
uficturing corporations, methods, su^'-css, 
failures. 



167 



d. Improvement in breeds of stock, stock farms, 

methods, management. 

e. Present industrial resources and possibilities. 

f. Industrial organizations of farmers, mechanics, 

etc., strikes, etc. 
S. Relijious. 

a. Early churches — origin, denominations, pioneer 

preachers, camp meetings, great revivals, 
noted sermons, interdenominational debates. 

b. Auxiliary religious institutions— prayer meet- 

ings, Sunday schools, missionary societies 
(home and foreign), young people's societies 
(Epworth League, Y. P. S. C. E., Y. M. and Y. 
W. C. A.), young people's unions (King's 
Daughters, etc.)— their value. 

c» Affiliated church work— Sunday school associa- 
tions, unions, celebrations, etc.; church tem- 
perance unions, W. C. T. U., ministerial asso- 
ciations and their work. 

d. Consecutive history of individual churches or 
denominations. 

4. Political. 

a. Political ideas of the people— whence obtained, 

i. e., were they from New England, Middle 
States, South, or in any important sense from 
abroad? 

b. Political development and organization of the 

county, township, towns and cities; names, 
why given. 

0. Location and naming of county seat, its history, 
changes of location, if any, and results. Pub- 
lic buildings, their history, condition, remi- 
niscences concerning them. 

d. Local politics, parties, memorable campaigns, 
questions at issue, speakers, campaign meth- 
ods, party amenities. 

5. Educational and Cultural. 

a. Earliest schools, houses and grounds; equip- 

ments, furniture, books, etc.; attendance, 
length of term, school officers, boards, com- 
mittees. 
a2. Educational ideas of the people — whence ob- 
tained, i. e., were they from New England, 
Middle States, South, or in any sense from 
abroad? 

b. Support of early schools — public, private; 

subscription— pay of teachers, "boarding 
around." 



NOV 23 1900 ^^^ 

e. Early teachers— whence they came, pcholarship, 
character, personal habits and characteristics, 
how chosen. 

d. Methods; "First day," classes of individual 

recitations; "loud school," stimuli to study- 
punishments, prizes, rivalries. Teaching of 
the various branches, results secured. 

e. Spelling schools, matches between neighboring 

schools— methods, motives, results. 

f. Literary and debating societies, of whom com- 

posed, topics discussed, influence in com- 
munity, value as discipline; examples. 

g. Holidays— treating, "lock outs," "last day." 

h. Amusements— games, indoors and out, at re- 
cesses, noontime. 

i. County seminaries, academies, colleges. 

j. Changes in school law, officers, buildings, 
grounds and equipment. Teachers— charac- 
ter, training, position in community. 

k. Libraries— township, school, town and city, laws 
concerning libraries. 

1. Workingmen's institutes. 

m. Art collections and art associations. 

n. Literature produced: Books -poetry, history, 
fiction, biography; pamphlets and magazine 
articles of value. Sketches of educators and 
authors of merit, 

NoTK.— This outline is meant to be suggestive rather than ex- 
haustive. 



LIBRARY OF CONGRESS 

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